Educators from over 30 countries judged the suitability of incidents in moral education in the context of their native environment. Participants were 54 secondary school principals or teachers, most of whom were graduate students or married to graduate students at the University of California, Santa Barbara. They were given descriptions of 23 incidents and asked which would be acceptable as lessons and which would not. For those incidents judged unsuitable, respondents indicated why by choosing among given criteria. Participants also judged whether certain types of behavior were serious issues in their native societies. The incident topics cited most often as unsuitable by the respondents were adultery (75 percent) and implied premarital sexual behavior (45 percent). Topics deemed most suitable were ones concerning cheating on homework assignments (96 percent) and a poor person stealing some of a rich man's property (88 percent). Approximately 83 percent of the issues regarded as important in the societies were judged as suitable for discussion by students. In general, more respondents from the Western democracies listed a higher proportion of important issues as being appropriate for discussion than did respondents from non-Western and Communist nations. Implications for textbook writers and for teachers are discussed. (RM)