The "Give and Take" economic series, developed by the Joint Council on Economic Education for junior high school students, was found to have a positive and significant impact on learning and attitudes. Three eighth grade classes from Texas City, Texas, participated in the study. One class received instruction using the "Give and Take" series; a second class received conventional instruction in economics; the third class received no economics instruction. The test from the "Give and Take" series was used to assess cognitive impact; an attitude instrument was also administered. Pre- and posttest results were compared. Data concerning student sex, religion, and ethnicity were collected. Both the "Give and Take" series and the conventional mode of instruction in economics were found to have a positive effect on cognitive achievement. However, the conventional mode of instruction had a negative impact on student attitudes while the "Give and Take" series improved student attitudes towards economics. Sex, ethnicity, and religion were found to significantly account for some of the variance in pre- and post-attitude scores. Appendices contain the attitude instrument and "seek-n-find" exercises in economics. (RM)