The paper examines the development of moral judgment in learning disabled children and adolescents and proposes three teaching strategies to encourage higher level moral reasoning: (1) moral dilemma discussions, (2) use of the consequence grid, and (3) role playing. The six stages of moral development proposed by L. Kohlberg are explained. Research on the moral development of learning disabled adolescents shows a tendency toward a constricted, egocentric, social perspective. The key to mature moral reasoning is seen to be the development of a comprehensive social perspective. The use of moral dilemma discussions are considered in terms of definition, purpose, selection of a moral dilemma, getting ready for the discussion, and procedure (such as presenting the dilemma, organizing a small group discussion, and guiding a whole class discussion). The consequence grid is suggested as an instructional aid to analysis of moral dilemma by examining matrix components. The grid charts consequences for each person against various alternative actions. It is suggested that the third recommended strategy, role playing, be started with roles and consequences initially predetermined followed by gradually decreasing structure. Adaptations to enhance role playing include the aside (having the character think aloud), the double (having another student speak for the character being played), and the role reversal (having characters exchange roles). (DB)