Findings from a meta-analysis of 26 studies investigating the effects of either the "Kids on the Block" or "Count Me In" puppet shows on changes in elementary students' attitudes toward and knowledge of individuals with disabilities are reported. The studies included 5,302 intervention group participants and 2,642 comparison group participants. Results indicated that the puppet shows had small to medium effects on changes in the participants' attitudes and knowledge, and that the sizes of effect were moderated by a number of intervention- and nonintervention-related variables. Both the strengths and limitations of the meta-analysis are described as well as are the implications for practice.