Much effort, on a philosophical and a research basis, has been applied to the subject of moral development framed within a constructivist, Piagetian stage-type format. These efforts have focused on the process of the individual's construction of a moral base and the individual's corresponding level of moral development. At this point in time, little research has been directed at analysing the sociocultural influences on morality construction, moral decision-making and moral development within the framework of a specific developmental theory. This research examined the processes involved in the resolution of a moral dilemma within a group setting, and evaluated the usefulness of a Vygotskian theoretical base in analysing these observations. This study provides initial evidence supporting the utility of a Vygotskian conceptual model. Additional research exploring the importance of the social aspects of moral processing, reasoning and development is needed. (Contains 4 tables.)