Effects of a high school social studies unit on student knowledge of and attitudes toward shoplifting are studied. The hypothesis was that a unit which imparted up to date information about shoplifting and its consequences could affect a change in student knowledge and attitudes. The unit was pilot tested with 197 high school students. Student responses on content and attitude tests before and after participation were compared with responses of 179 students in control classes. The unit emphasized general information about shoplifting and shoplifters, consideration of whether shoplifting is right or wrong, and an overview of legal procedures and possible consequences of shoplifting. Statistical analysis of pre- and posttest scores of students in experimental and control groups indicated that students receiving instruction about shoplifting knew considerably more about shoplifting and its consequences. Findings also indicated, however, that there was no statistically significant attitude change regarding shoplifting among students who had participated in the unit. (DB)