The present study was to investigate the patterns of moral reasoning of a sample of college students at Kuwait University, and to examine the effect of education level upon their moral reasoning abilities. A sample of 90 college male students participated in this study. They ranged in age from 17-25. For the purpose of this study they were divided into four groups according to their level of education: Freshmen (n=30), sophomores (n = 25), juniors (n = 24), and seniors (n = 11). All the participants were Muslims. The Defining Issues Test (DIT), which is based on Kohlberg's cognitive moral development theory, was used as the instrument of assessment of their moral reasoning. The DIT presents situational dilemmas requiring several decisions for each. From these responses, the decision-making process is evaluated, and a P score (principled moral reasoning) is formulated. Results revealed that the participants operate predominantly at the conventional level of Kohlberg's moral judgment theory. Analysis of Variance also revealed that education did not seem to have affected the moral reasoning stages of the respondents. These findings are discussed in light of the previous related moral judgment literature.