Three types of workshops dealing with racism and sexism were conducted for 1900 incoming university freshmen as part of their orientation program. The methods were a structured discussion model developed by Sedlacek and Brooks (1976), a Starpower simulation workshop, and a movie discussion group. Students were randomly assigned to one of the three workshops and their responses to a post-workshop questionnaire were compared, using analysis of variance and Scheffe post hoc tests. The conclusion as to which workshop was best depended on the criterion employed: if the criterion is how good students feel about the experience, Starpower appears best and the Model the worst; if the criterion is planning to do something about racism or sexism, the Movie workshop appears best; if it is asked which workshop resulted in the most knowledge gained, the Model workshop is best. Findings highlight a classic problem in program evaluation: the tendency to view attitudes toward the experience as the criterion. Additional implications are discussed, and attitude test items, response data, and references are included. (Author/SW)