One question frequently asked by those concerned with moral or character education is whether morality can be addressed independently of religious values. Responding to that question is timely and relevant to teachers and parents alike. The current plea for God and prayer to be put back into the classroom derives from an old and enduring belief that morality and religion are inseparable. This belief extends beyond the parochial scope of specific religious groups. The problem this point of view presents to teachers and administrators of any pluralist democracy, however, is that it forces school personnel to choose among the values of differing religious groups. For schools in the United States this issue presents teachers and administrators with the particular legal dilemma of teaching about morality without, at the same time, violating First Amendment freedoms and constitutional provisions regarding the separation of church and state. In the 1970s, many schools dealt with this issue by retreating into the value relativism of values-clarification programs (Simon, Howe, and Kirschenbaum 1972). Other schools and districts have simply attempted to avoid the issue entirely by not engaging in any purposeful effort at moral or character education. From the perspective of fundamentalist and nonreligious parents alike, the promotion of value relativism and the purposeful avoidance of moral teaching in public schools is a cause for alarm. Moreover, assumptions about the inseparability of religion and morality raise concerns among fundamentalists that the teaching of values within public schools without Bible study and prayer will undermine the moral beliefs of their children.