Investigations of moral development have usually relied on longitudinal research on adolescent males; such research has served as a basis for national educational efforts to foster moral development. To represent female as well as male perspectives in constructing theories of human development, conceptions of morality and conceptions of self and the relationship between them were investigated in a cross sectional sample of 36 individuals, evenly divided by sex, at each of nine ages, and matched for education and social class. From interview data, coding manuals were developed that identify and describe two different conceptions of morality (justice and caring) and two different conceptions of self in relation to others (separate and connected). The manuals were used to test the hypotheses that: morality as justice is predominately male and morality as caring is predominately female; a conception of self as separate is predominately male and a conception of self as connected is predominately female; those whose conception of moraltiy is justice will have a conception of self as separate and those whose conception of morality is caring will have a conception of self as connected. All three hypotheses were confirmed. These results provide a basis for an expanded theory of moral development that represents the perspectives of both males and females and offers schools a new way to think about moral development in education. (MCF)