An intervention project was conducted to determine if affirmative action strategies had an effect on promoting nontraditional program and course selection among 460 eighth and tenth grade students from urban, suburban, and rural communities in New York. The groups, about half male and half female, were divided into a control group and an experimental group. Both groups took pre- and posttests to determine their attitudes toward careers, specifically toward occupations non-traditional for their sex. Classroom activities, such as the viewing of filmstrips, class discussions, and student-parent discussions about sex-stereotyped attitudes were conducted with the experimental group. The results of the study, as measured by the posttest, provide evidence that classroom activities which provide students with information about career decision-making and nontraditional career choices and the chance to discuss the choice process can affect student's attitudes in a more positive direction towards nontraditional careers. In particular, the activities and discussions conducted with the experimental group had the greatest impact upon the male students. These students showed significant changes in their opinions that occupations are appropriate for both sexes. Female students also showed positive change in their attitudes, although their attitudes were less stereotypic at the beginning. Even the control group experienced some positive changes as a result of thinking about occupations in completing the pre- and posttests. Classroom activities, as well as involvement of parents, were recommended to change sex-stereotyped attitudes toward nontraditional occupations; these activities were shown to have merit even when carried out for only a short time. (KC)