Character or values instruction has been relegated to the hidden curriculum since the decline of 1960s values programs. However, teachers are beginning to use character instruction in an organized way. The purpose of this study was to determine whether instruction using children's literature would effect student perceptions of value laden behaviors. Using two intact groups, data were gathered using a pre and post test opinionnaire with an abbreviated likert scale. Subjects in the study (n=56) were third and fourth grade students. Students participated in 10 weeks of instruction including reading literature, discussion, journal writing, and group projects. These and other qualitative data were collected to identify student views. To assess the effectiveness of the program, data were subjected to inferential statistical analysis using t-test for dependent groups. The focus was that lower post-scores were desired. Qualitative data indicated students learned better ways of resolving conflicts, were more honest in their assessments of situations, exhibited less careless behavior, and complimented one another instead of criticizing. In as much as scores and on the instrument and qualitative samples reflect effectiveness of program activities it would appear that students were positively impacted and the project was successful. (JBJ)