Children in five second grade classrooms were exposed to an educational intervention designed to facilitate their moral development. Compared to a control group, they showed statistically significant growth in the following variables: role taking, intentionality, positive justice, punishment and donating behavior. Correlational analyses revealed that, initially, only 4 of 28 non-redundant interrelationships of variables were significant; however, after educational intervention, 14 of the 28 correlations proved to be significant, indicating that this intervention appears to enhance and/or consolidate moral structure for this age group. IQ, age, sex, ordinal position, and peer popularity were also examined relative to morality. Analyses of variance revealed that one of the five groups had a significantly higher IQ than the others. Analysis of this group revealed that on most measures, their performances were not significantly statistically different from the other groups. (Author)