Eighty-seven undergraduate students were surveyed using an instrument which assessed knowledge on aging and students' desire to work with various age groups following graduation. Twelve students were currently enrolled in an introductory course on aging, while the remaining students served as a comparison group. The inventory was administered on the first day of class, and once again, at the end of the semester, 15 weeks later. Generally, the undergraduates demonstrated less accurate knowledge on aging than did graduate students surveyed using the same instrument a decade ago (Geiger, 1978). The undergraduates, however, did increase their knowledge levels as a result of exposure to the course on aging. Most interestingly, students enrolled in this course reported a significantly lessened preference to work with the elderly at posttest. Discussion of attitudinal change and alternative curriculum formats is presented.