The aim of this research was to investigate the attitudes of Israeli Arab (n = 259) and Jewish (n = 259) high school students toward extrinsic and intrinsic values. A questionnaire, which consisted of eight value scales in two groups--extrinsic and intrinsic values--was administered. Participants were asked to state whether they agreed or disagreed with 31 statements on a five-point Likert scale. Jewish students who experience school-based values education endorsed more intrinsic values (e.g. autonomy: Jews M = 4.27, SD = 0.53; Arabs M = 3.92, SD = 0.83), whereas Arab students, whose education as a minority group focuses on education towards achievement, endorsed more extrinsic values (e.g. attractiveness: Jews M = 3.56, SD = 0.82; Arabs M = 3.96, SD = 0.84). The findings suggest that the use of a more refined and complex analysis of extrinsic-intrinsic scales yields multiple interpretations of moral education in a modern world. This research may contribute to the discussion on moral education for minority groups, especially where they are a distinct minority in a society where they are surrounded by different cultural values. The growing cultural diversity in the Western world requires that through moral and civic education, schools explicitly expose their students, and especially minority groups, to the diverse interpretations of values and to the need to both respect differing interpretations, on the one hand, and to challenge them, on the other. (Contains 2 tables and 4 figures.)