Knowing how to effectively design attitudinal change instruction for various learning settings is essential for instructional designers. However, the research on instructional design for attitudinal change instruction has been relatively dispersed and lacks cohesion, despite its increasing importance. The purposes of this paper are to (1) reignite the scholarly conversation on designing attitudinal change instruction, and (2) provide directions for future research. Using Merrill's first principles of instruction as a guide and framework, we review the existing research to identify and discuss the principles for designing attitudinal change instruction.