The connection between drama and moral education in young adolescence has not been widely researched. This study examines the role of process drama. In this study process drama is defined as educational drama for awareness and conflict resolution through the creation of a dramatic collective exploring the moral values of junior high school age students. Students examined their values through themes of family, friendship, and other issues of personal importance. When dramatic cognitive dissonance was followed by group discussion and reflection, students' awareness of their values articulation processes was heightened and their interpersonal problem solving skills improved. The ensuing group ethos that developed was characterized by caring, respect, and mutual commitment. This study suggests that dramatic engagement focusing on personal story can be a significant moral education tool for junior high students. (Contains 2 footnotes.)