A seminar on aging and health was developed for first-year medical students. Students’ attitudes toward the elderly were assessed before and one year after the seminar. Students who elected the seminar were initially less favorable toward the elderly than were their classmates. One year after the seminar the same students held significantly more favorable and more complex attitudes toward the elderly than did their classmates. Attitudes of students who had not selected a seminar on aging showed no differences when measured one year later. Factors considered important in changing attitudes toward the elderly were factual information, personal contact with sick and well elderly, personal contact with role models for clinical geriatrics, and student case presentation of elderly patients.