Researchers identified two divergent theories concerning ethics education. The first states that ethics education increases an individual's ability to reason critically when confronted with decisions through the identification and analysis of problems and various outcomes. The second suggests that ethics training is about manipulating core values and beliefs. This article presents a retrospective review of data gathered in introductory ethics classes through a quasi-experimental design. Students completed a 43-statement pre- and post-course survey of core values and ethical issues as well as a journal-style self review of learning experiences. Following statistical analysis using paired sample t-test, the data suggest that ethics training does not significantly change values and opinions but rather increases critical thinking skills and appreciation for opposing viewpoints in the tradition of liberal arts education. (Contains 1 figure, 2 notes, and 1 table.)