Two experimental groups and a control group of elementary art education students were enrolled in three sections of a class designed to overcome established, frequently limited, attitudes towards art. All three groups were exposed to identical content combining the stages of art criticism with several theories of art. Teaching strategies, drawn largely from studies in attitude and attitude change, were tested for effectiveness by comparing pretest and posttest responses to an assortment of art slides. The teaching strategy for groups 1 and 2 involved the evaluation of a work of art in class: members of group 1 discussed art which, previously, they had reacted negatively; group 2 discussed art works of their own choice. Although both approaches were expected to modify student attitudes, group 1's posttest performance exceeded group 2's toward higher valued judgments and a greater command over the aesthetic qualities needed to support expressed attitudes. The control group which did not make class presentations failed to improve on the posttest. The results of the study suggest that student attitudes can be modified, if modification is a teaching objective, and that modification is necessary if students are to involve future pupils in critical experiences with art. (JH)