Introductory gerontology courses have the potential to enhance student appreciation of aging issues. The effectiveness of such courses for informing views about individual aging is little studied. This study, using a quasi-experimental design, examines the impact of participation in an introductory course in aging on 158 undergraduate students in a Midwestern state. The course used an instructional device, the Future Self Exercise, to help students acknowledge and plan for their own future aging. A pre- and post-comparison of student self-ratings and descriptions supports the efficacy of introductory courses using this instructional approach for educating student views about their own aging. (Contains 2 figures, 1 table and 1 note.)