The purpose of this paper was to examine differences between undergraduate students who had multiple exposures to an assessment of moral reasoning development (DIT-2) and students of the same cohort who had fewer exposures to the same assessment. Controlling for a host of individual covariates, the analysis determined that students who took the DIT-2 three times scored significantly higher than those who took this measure only twice. Effects were similar for two additional cohorts of students. Implications are discussed.