The present article investigates the reactions of Nigerian secondary school adolescents to some indigenous moral values. Indigenous moral values are operationally defined as values that are native or original to Nigeria and largely uninfluenced by exotic forces. Indigenous moral education, or character training, is defined as the systematic instruction of pupils in these moral values. Before the introduction of Oriental and Western cultures into what is now known as Nigeria, indigenous moral values such as respect for and obedience to elders and other authority figures were inculcated in Nigerian youth. For example, children were not allowed to intrude into the discussions and arguments of elders and they were taught to accept without question the responsibilities and duties assigned to them. In exercising social control, traditional African societies stressed that children obey instructions implicitly, and deviations from cultural norms were severely frowned upon. Traditional African society also emphasized a strong sense of communal life, reflected in community ownership of land and social justice and social control through the family, agegroups, and elders (Amadi, 1982; Nduka, 1980; Sofola, 1973). Individual actions were to be carried out in harmony with nature, and the needs and interests of the individual were deemed secondary to those of the group (Okoh, 1982). With the introduction of Western education into Nigeria, adolescents were encouraged to disregard traditional beliefs and customs that placed emphasis on values such as communalism, respect, and obedience (Nduka, 1975). As Nduka (1974) notes, traditional African moral values constituted an obstacle to the Western system of thought aimed at empowering individuals to engage in critical thinking for individualized self-development and self-actualization. Notwithstanding, indigenous moral education seems to be regaining its importance in Nigeria's educational institutions. The inculcation in