The set of four orientations were based on the various 'reactions to delinquency' outlined by Schur (1973). They included the punitive or hard-line approach; the treatment approach which viewed criminal behavior in psychological deterministic terms and as responsive to therapy; the reform perspective which viewed crime as caused by racism, poverty, and unemployment; and the refrainment approach which called for limited legal sanctions and greater tolerance of diverse community lifestyles. The questionnaire in this study included eight items in each of the four orientation scales Two items dealt with the causes of crimes, two with the modes of reacting to crime, two with the role of juvenile courts, one with crime prevention, and one with diversion. The sample consisted of 259 students in introductory and advanced levels in the forensic studies department of a university. The findings indicated that students in introductory courses were in significantly greater agreement with the punitive and treatment scales than those in the upper class. Upperclassmen rated treatment highest, and upper class criminal justice majors rated refrainment highest and punishment lowest. Generally, famales rated punishment higher than did males, and black students rated reform lowest. The study suyggests that the general process of higher education; and criminal justice education, in particular, may serve an important function in improving the rationality ofthe policymaking process and increasing the effectiveness of the criminal justice system. Related literature is reviewed. Data tables, footnotes, a reference list, and a suggested-reading list are included.