Teachers, especially home economics teachers, would be better prepared to evaluate subject matter and to separate fact and personal opinion if they had a better understanding of diverse student backgrounds. To find out such background information, a study was conducted to analyze attitudes and values held by junior and senior students in home economics classes in northwest Ohio high schools to determine differences among students from urban, suburban, and rural geosocial environments. Population for the survey consisted of 246 students from 20 schools randomly selected from among the urban, suburban, rural, and joint vocational schools in the area. They were administered a questionnaire containing 10 items on demographic data and 79 self-inventory items correlating with value judgments concerning adults, careers and work, children, education, family, friends, feeling toward males and females, home, home economics, marriage, money, self-image, and sex equity. Results of the survey were summarized as follows: (1) Suburban and rural students held similar attitudes and values in all areas except money (rural youth placed greater emphasis on sharing with family) and sex equity (suburban youth held more traditional beliefs). (2) The greatest differences were found between urban and vocational school students, and each of these groups was different from suburban and rural. Vocational students reflected more negative attitudes. (3) Urban students valued education more than other geosocial groups, and females valued it more than males. Attitudes toward education reflected the level of education attained by the parents, in all cases. (4) Attitudes and values held by boys were significantly different from those of girls with regard to careers, work, and education. (KC)