Nuclear war education has become a topic of concern among educators who, on one side, see it as an essential component of undergraduate education or, on the other, see it as political indoctrination dominated by direct and indirect Soviet interests. This study assessed the affective impact of an intensive (eight hours per day for five straight days) interdisciplinary course on nuclear war issues. Twenty-one volunteer college students completed the Rokeach Value Survey, Modified World Affairs Questionnaire, Nuclear Freeze Questionnaire, Nuclear Anxiety Questionnaire, and the Werner-Roy Nuclear Activism Scale immediately before and after the course, and again over eight months later. Immediately after the class, students had changed their attitudes and beliefs concerning civil defense; nuclear war escalation, outcomes, and probability and worry; nuclear concern and support; fear of the future; and nuclear denial. They were much more positive about a nuclear freeze and their intention to act in support of a freeze. Eight months later, their concern had not changed significantly. They maintained significantly increased beliefs in the positiveness of nuclear freeze, but were less likely to act in support of it. In summary, several attitudinal variables remained changed while most did not differ significantly from students' pre-course levels. Four tables detailing pre- and post-test results are included, as is a course syllabus. A 22-item bibliography is provided. (GEA)