This researcher examined the development of social (moral) reasoning as a result of student exposure to the social, experiential atmosphere of a school community with intensive education. A group of 250 students in grades nine through twelve were given the Defining Issues Test which examined social reasoning on six moral judgment stories. The study examined the relative importance attributed to principled moral reasoning as a function of the number of years of exposure to intensive education which is considered a highly social and experiential atmosphere. The students' perception of the environment was also examined using Moos's Classroom Environment Scale. Preliminary evaluation of the study showed that the number of years of experience in this school community had a significant effect on the level of moral-cognitive reasoning. (Author/GA)