This study was to determine the extent to which the use of high-level questioning, through eliciting responses to selected poems, affects children's value claims. Twenty-seven seventh-grade boys comprised the control group, and twenty-seven eighth-grade boys comprised the experimental group. The experimental group took part in values-clarification experiences for sixteen weeks. The control group received no value instruction. The Values Inventory was administered to both groups at the beginning and at the end of the sixteen weeks. Testing of the hypotheses resulted in eight of the hypotheses being significant at the .01 level, indicating that values-clarification experiences using high-level questioning and selected poems did affect children's value claims.