The objective of this study was to examine the research on moral development for findings which could be applied to the design of programs to cultivate moral development in children and youth. The conclusion drawn from the examination of the research is that neither the dominant theoretical frameworks (e.g., Kohlberg's theory) nor the data that have been generated provide much useful guidance for the design of such programs. The narrowness of the current theoretical and empirical literature suggests the desirability of turning to the broader literature concerning personal self-regulation and the cultivation of positive human relations as a potential source of ideas and evidence. Examples of conceptual frameworks which might be heuristically useful are given, and types of intervention programs are illustrated which have been developed to deal with the more general issues of personal and interpersonal behavioral regulation. It is suggested that it may be valuable to study the potential applicability of established intervention approaches to specific problems of moral development. In addition, a list of questions is provided for which empirical answers would lend guidance in the design of effective programs for moral development. (Author/MP)