We present the results of a literature review of studies on teaching strategies for moral education in secondary schools (1995-2003). The majority of the studies focus on the "what" and "why", i.e. the objectives, of curriculum-oriented moral education. Attention to the instructional formats for enhancing the prosocial and moral development of students (the "how") is relatively sparse. Most studies on teaching strategies for moral education recommend a problem-based approach to instruction whereby students work in small groups. This approach gives room for dialogue and interaction between students, which is considered to be crucial for their moral and prosocial development. Other studies discuss more specific teaching methods, such as drama and service learning. We conclude that the theoretical discourses on moral education are not reflected on the practice of curriculum-oriented moral education and its effects on students' learning outcomes. We recommend that future research on curriculum-oriented moral education includes the subject areas encompassing moral issues and the social differences between students. (Contains 10 notes.)