An assessment is made of selected outcomes of an undergraduate human relations course in the teacher education program at Hamline University (St. Paul, Minnesota). The program was comprised of two basic structural elements: 35 hours of large-group instruction and 25 hours of field experience in a public school. Course content was designed to encourage open consideration of various perspectives on human relations issues in a pluralistic society. The processes used in the course were intended to provide an environment that would contribute to moral and intellectual growth. To measure levels of development in moral and intellectual reasoning, pre- and post-tests were given to the human relations students and to a control group of general education students. Answers given to the Perry Written Essay Instrument and to the Defining Issues Test (an objective test offering options to the solution of moral dilemmas) revealed a significant gain in intellectual reasoning in both groups, but a slight decline in the moral reasoning of human relations students. In analyzing results, consideration is given to the effect of real-life situations encountered by the students during the 25 hours of field experience. Research results are discussed, and questions are raised on fully understanding the possible outcomes of human relations training. Recommendations are offered for future research into the subject as well as into the methodology used to assess the outcomes of such courses. (JD)