The effects of a grade 6 reading/language arts curriculum designed to help non-Amish students develop an appreciation and understanding of Amish culture were examined. The study took place in a Pennsylvania township near a large Amish settlement. Two classes (one experimental group, one control group) were administered pre- and post-semantic differential scales. Adjective pairs examined evaluative factors (social-unsociable, foolish-wise, etc.) and potency factors (weak-strong, humorous-serious, etc.). Students in the experimental group studied the Amish for 2 hours a day, 4 days a week for a 6-week period. The control group studied a unit on Canada. Because initial semantic differential scores could not be adjusted, the analysis accounts for differences within each of the groups rather than between groups. The experimental group demonstrated a significant attitude change toward the Amish; the change consisted of an increase in posttest scores on the evaluative factor and a decrease on the potency factor (i.e., students who studied the Amish saw them as more gentle, peaceful, and submissive). The control group revealed no significant attitude change on the evaluative factor and a significant change on the potency factory (i.e., they perceived the Amish as less peaceful, gentle, and submissive). (KC)