This paper explores the relationship between invitational and moral education. Invitational education is defined as a system which intentionally invites students to perceive themselves as valuable, able, and responsible and to behave accordingly. Moral education is a process based on Lawrence Kohlberg's levels of moral reasoning which advocates that schools ought to encourage explicit moral development through a series of increasingly sophisticated cognitive-developmental stages. The hypothesis is that there is an intuitive connection between the two approaches and that this implicit relationship should be made more explicit. The modus operandi of making this relationship explicit was to bring together overlapping ideas of invitational and moral education and to identify those basic principles which are common to both approaches with regard to pedagogy, school programs, and classroom environments. The document is presented in three parts. In part one, the moral basis of invitational education is examined and the levels of moral reasoning involved in taking an inviting stance are explored. In part two, strategies and methods are presented from Kohlberg's cognitive-developmental approach and Peter McPhail's morality of communication perspective. In the final part, suggestions are offered regarding ways in which invitational and moral education can be combined to contribute toward creating more inviting and just classrooms. Suggestions include that teachers understand and practice employing theories of invitational and moral education, foster classroom climates which are conducive to growth of both approaches, and encourage students to make frequent decisions regarding right and wrong. (DB)