This paper discusses a study undertaken to analyze pre-and posttest scores of junior high and high school students involved in an aging education unit. Objectives were to determine whether a unit on aging helped students relate to aging as part of the life cycle and to assess the success of different modes of instruction (i.e. independent study, teacher-oriented study, and a senior citizen role model approach) on student performance. The sample consisted of approximately 300 students in nine health classes in grades nine through 12 at a high school/career development center in Dallas, Texas. Emphasis was placed on whether the program was effective in teaching students about aging; whether students felt that the mode of instruction influenced the effectiveness of the curriculum; whether race, sex, and/or previous health study influenced test scores; and whether race, sex, and/or previous health study was related to mode of instruction with regard to the effectiveness of the program. Scores of all students on pre- and posttests were statistically analyzed and compared with scores on the same tests for students in a control group who were not provided any information on aging. Findings indicated that while all variables but grade had a significant affective result, only treatment and race had significant effects on cognitive results. Specifically, white students who were taught by teacher-oriented study and/or a senior citizen role model approach scored significantly higher than students who were black and/or taught by an independent study method. The conclusions are that students can learn about and build up more positive attitudes toward older people by participating in an aging education program, and that they will learn the most taught by focused and guided study rather than independent study. (DB)