Recognizing that similar approaches to moral education operate differently in different school settings, this paper assesses the methods and impact of a moral education course (Skills for Ethical Action, SEA) in six junior high school settings. SEA is an instructional program designed to teach seventh, eighth, and ninth grade students a strategy/process for acting ethically in their daily lives. The specific purposes of this report were to study and evaluate SEA classroom use in a variety of settings under conditions that were free of direct influence of SEA developers. The evaluation method used placed strong emphasis on recording and describing in detail the implementation of SEA activities and on evaluating teacher and student response to the course. The document is presented in nine major sections. Section one introduces the study. Section two describes methods of sampling, data collection, and data analysis. Sections three through eight present case studies of SEA use in suburban and urban junior high schools. For each case study, information is presented on background, implementation, acceptability, teacher interviews, effectiveness, student responses to questionnaires, and conclusions. The final section summarizes the report. Findings indicated, as hypothesized, that SEA operated and was received very differently in different classrooms. The conclusion is that SEA should be altered to improve its acceptability and effectiveness for a wider variety of school settings. Questionnaires, tests, and tables are appended. (DB)