The place of moral education in the curriculum of Black Hawk College (Illinois) is considered in terms of a review of the literature and the results of a questionnaire survey assessing faculty opinion on the topic. The rationale for moral education is seen in three current trends: (l) change from a small, stable, traditional society to a complex, technologically productive society; (2) excessive emphasis on individualism; and (3) the rapid rate of change and the resulting pluralistic value system. Objectives of moral education include the development of students' feelings of self-worth and social consciousness, of their understanding of secularization, their awareness of individual values, and their ability to correct contradictions in their value system and to transfer cognitive understanding into moral conduct in society. The methods of moral education and the influence of the teacher and the institution on these objectives are also considered. The findings from the survey of full-time faculty at the college suggested strong support for moral education in the curriculum. The educational methods rated most effective were exchange between students and teacher, and the influence of the teacher's example. While ethics courses were considered to be ineffective, there was a great deal of ambivalence as to how moral development could be accomplished. Recommendations for faculty and curriculum improvement are included. (MB)