This study explores the relationship between art object preferences and aesthetic attitudes of high school students. A corollary variable was socioeconomic status as determined by the National Opinion Research Center scale. A sample of 443 students, grades 8-12, in a Virginia high school, were studied. The 5-point Aesthetic Attitude Scale was used to measure degree of student agreement or disagreement to 20 questions asked about objects, (buildings, murals, statues, and parks) within the local environment. This instrument required students to recall individual objects from the subjects' local environment, mentioned by the scale, before making a response. A response of 5 indicated agreement with the statement given concerning the object, a 1 response indicated disagreement. The Art Object Preference Test required an immediate response to items few, if any, of the subjects had previously seen. Art objects (paintings, sculptures and ceramics), were selected as representative of highly realistic, highly distorted or highly modern categories. These were presented to the students in the form of 32 projected slides. The Art Object Preference Test measured preferences for art objects on a 5-point scale, with 5 representing like, and 1 indicating dislike. Both instruments measured an affective response. Findings indicate that: (1) socioeconomic identification does not affect preferences for art objects of high school students; (2) the more realistic the art object, the more students tended to prefer them; and (3) there is a significant relationship between student preferences for art objects and their preferences for common objects of daily experience, or environmental objects. This suggests that teachers can enhance their classroom experiences for students by employing environmental objects as aesthetic stimulus. (MM)