As important as cognitive outcomes are in assessing the educational merits of honors programs, the authors ask whether honors programs affect the values and social attitudes of their students differently than other students: in particular, whether honors students are more or less tolerant than other students and, if so, in what ways and why. There appears to be little empirical evidence on what arguably is an important but understudied area in the sociology of higher education. Here the authors consider the cultivation of civic tolerance in a democratic society as a laudable goal of higher education generally and of an honors education in particular. To discover whether honors advances this goal, they review an attraction-accentuation model for understanding college student development, summarize their methodology for replicating a survey of civic tolerance at comparison schools in Michigan and Arkansas, describe how they defined civic tolerance for the purposes of the study, and summarize the results of their data analysis to test hypotheses concerning the cultivation of civic tolerance among honors students at the same Michigan and Arkansas universities surveyed in Shepherd & Shepherd's 2001 study.