Affective goals and objectives, rarely stated in geographic education standards, textbooks or course syllabi, include improving students' attitudes toward other people. World geography courses expose students to other parts of the world and to people different from themselves. Although affective goals may not be stated for such courses, could it be that there are nevertheless affective outcomes related to changes in students' attitudes toward people from the regions and countries they study? This paper seeks to answer that question by examining the characterizations of people from other regions and countries by ninth-grad public school students in Utah before and after a world regional geography course where affective goals were not stated.