Although the sources and effects of sex role stereotyping on personal, vocational, and cultural aspects of society have been documented, little research has focused on strategies for changing stereotypic views. To investigate the effectiveness of a short, intense teaching session on sex role attitudes, 51 gifted ninth and tenth grade students participated in a 3-hour workshop. The experimental group consisted of 32 ninth graders (19 males and 13 females); the control group consisted of 19 tenth graders (8 males and 11 females). The experimental treatment included a visual exercise, slide-tape shows, and a group discussion led by both a male and a female teacher. The Attitude Toward Women Scale (AWS) was administered as a pre-, post-, and follow-up test to all participants. Results revealed that all groups showed little change in mean AWS scores from pre- to post- to follow-up testing. Scores for females stayed essentially the same, while scores for males became slightly more conservative. The findings indicated that brief modules of formal instruction by male and female teachers are ineffective in reducing sex role stereotyping among gifted adolescents. Further findings showed that the tenth grade controls were more liberal than their ninth grade counterparts. The ninth-tenth grade phenomenon and other age differences and developmental trends need further investigation. (BL)