Twelve instructional modules for Project BECOMING were administered to an undergraduate class of elementary education majors as part of their social studies methods course, in order to promote sex blindness, prevent sex-role stereotyping, and develop teachers who were supportive of students trying out new roles. The modules included: Values Education (Picturing Yourself, Sorting Out Your Values); Analysis of Textbooks and Classrooms for Sex Discrimination; and Teaching Strategies (Hypothesizing from Facts, Interpreting Written Material, Interpreting Graphic Information, Decision Making, Making Inferences, Observation Skills; Case Study, and Role Playing). Pretests and post tests were administered to the experimental group and to three comparison groups. All four groups were found to be neither traditional nor clearly nontraditional in their attitudes toward sex roles. Significant differences were found between groups only on one of three post tests. Lesson plans developed by those in the experimental group much more often actively encouraged and supported their students' considering and trying out nontraditional career roles. The preservice teachers did not show evidence of willingness to advocate changes in the traditional family roles of parents and spouses. (Author/CTM)