The perennial debate as to how children acquire values received further impetus from the "National Framework for Values Education in Australian Schools" (Department of Education, Science and Training, 2005a). This document, and its companion publication, "Values for Australian Schooling Professional Learning Resources" (DEST, 2005b), nominated nine core values, but did not specify strategies for their teaching. This article, while acknowledging the variety of different interpretations of role play in education and training, provides a model for values and 'social' education that has evolved from ongoing action learning projects, and that is informed by the author's demonstration and observation of over one hundred role play lessons.