This study empirically tests the extent to which four experimental units in government influence the acquisition of political knowledge and the development of feelings of political efficacy and cynicism among Anglo, Black, and Mexican-American twelfth graders. Two classes regularly taught at two high schools were compared with two experimental units, emphasizing: 1) each student's introspective analysis of his own political socialization; 2) an exploration of elitism, political linkage, and institutional racism; 3) an examination of case studies of political change; and, 4) individual student fieldwork (community involvement). Data was gathered from pre- and post-tests, indepth student interviews, and analysis of classroom interaction. The conclusions supported the hypothesis that schools can become a potent agent of political socialization among students. Those from the experimental classes revealed a higher incidence of understanding, involvement, and response ability. Future research includes a survey of student activity prior to the November 1972 election. Implications for social studies teachers' influence on student attitudes (ethnocentricism, racial prejudice, tolerance for dissent, and attitudes about social change) are apparent. (JMB)