Discussion and analysis of the nature of conservative criticisms of nuclear war education and of the peace issue in general are provided in this paper. The general theme of the conservative criticism is that the proponents of such courses are deliberately serving the interests of the Soviet Union by subverting the morality of students away from the traditional American mainstream. The paper also suggests research strategies to empirically address the criticisms raised concerning nuclear war education. Nine students in a nuclear war course at Lewis-Clark State College (Idaho) were administered the Rokeach Value Survey and the Modified World Affairs Questionnaire. The results (which should be interpreted cautiously because of the small sample size) suggest that nuclear war education has had the effect of leading students more toward the "mainstream" of popular thinking, and that although the broad amount of substantive knowledge obtained by these students in economics, physics, biology, strategy, and psychology was significant, the course did not have a major effect on individual values. A two-page list of references and five data tables are appended. (BZ)