The purpose of this study of two undergraduate liberal arts core curricula was to answer the following questions: What was the impact on student humanitarian values of a traditional distribution general education core curriculum with a supplementary integrated intervention strategy that requires students to examine personal values and the values of other individuals, groups, and cultures compared to the impact on student humanitarian values of only a traditional distribution general education core curriculum? What background effects or other college experiences affect or predict student humanitarian value change? Results reveal that the humanitarian values of students who completed the supplementary strategy increased more than those of students who completed only the traditional distribution. As a result of this research there are five proposals that the author suggests to curricular planners for consideration as a means to increase institutional effectiveness in influencing student values. First, the results of this research reveal the following five institutional curricular and structural factors as important to student value development: (1) the essence of the institutional mission was reflected with clarity in the pedagogy and content of the core curriculum; (2) the core intervention courses represented a framework for common learning; (3) the framework for common learning reflected faculty consensus on what knowledge is necessary to be considered an educated person and included values education; (4) the core intervention was sequenced over three years and integrated multiple disciplines and plural perspectives; and (5) the core courses emphasized understanding of the self, the self in American society, cultural perspectives, and global issues. Curricular design with clear, well-defined objectives and faculty consensus, presented over time and across disciplines, appears to have supported student humanitarian value development. (Contains 5 tables and 3 figures.)