This study attempted to develop a valid instrument for the assessment of attitudes in kindergarten children and to evaluate two potential curriculum procedures for facilitating attitude growth. One experimental treatment evolved from role-theory and emphasized perceptual awareness and the ability to put oneself in the place of another; the other emphasized training in Piagetian operations such as conservation and spatial perspective. A third control treatment of traditional kindergarten activities was assessed. The major dependent variable was an attitude preference test requiring the children to choose among pictures of black and white people and to apply a positive or negative adjective to the pictures. Subjects were also administered six Piagetian developmental tasks. Results indicate that kindergarten children possess marked, measurable, racial preferences and the significantly reduced racial attitude scores resulting from both role-playing and Piagetian training suggest the feasibility of educational intervention. Descriptions of the procedures and materials used in the Piaget Training Tasks and the Role-Playing Tasks, directions for the Attitude Story Test and for the administration of Four Perspective Tasks are contained in the appendices. (Author/CK)