The Defining Issues Test (DIT), which utilizes the moral development stage theory of L. Kohlberg, was administered to 41 students from an upper middle class school district in Pennsylvania. The scores of students who elected to attend the alternative high school were compared with the scores of students who elected to attend the district's traditional high school. The variables measured were moral stage usage, anti-authoritarianism, and decision of whether or not to break the law to resolve a moral dilemma. Statistical analysis (t tests) revealed that, although no significant differences existed in anti-authoritarianism or in usage of stages 2, 3, 5, or 6, a significant difference existed in usage of stage 4 which is thought to be an endorsement of the status quo of "law and order." This finding relates to another significant difference in which the alternative school students were more likely to endorse breaking the law as a solution to a moral dilemma. (Author)