The curricular rationale for many of today's secondary school "values education" programs is based on the assumption that such programs influence citizenship behavior, decision making, "appropriate" social behavior and problem-solving skills. To examine program participants' reactions to this kind of undertaking, 19 eighth grade females in a Minneapolis middle school accomplished a Q sort of 60 statements derived from various education program participants' focus groups. Three defined student type emerged which contribute to this understanding of student reactions to a values education program. A positive viewpoint toward values education factor was so named based on its generally conclusive orientation to the program. Defining "neutrality," values education was reflected in a mix of indifference and acceptance of values education programming. A negative factor represented a distinct deviation from the other two types. By acknowledging the realities that these eighth graders held for this approach to values education, schools should be able to develop programmatic models responsive to a range of learner types.