With data from 2 studies, we employed an online educational program called Perspectives as a method to foster moral understanding and reasoning. Participants learned about individual and group differences in moral/ethical concerns, in part through the lens of Moral Foundations Theory. In Study 1, participants who completed Perspectives scored higher on moral reframing accuracy compared to those in a waitlist group who had yet to complete the program. Message reframing accuracy varied based on participants’ own moral concerns, cognitive disposition (dichotomous thinking), and conflict resolution strategies. In Study 2, we conceptually replicated the key result using a pre-post design. Students scored higher on message reframing accuracy at the end of the semester compared with their scores from several months prior. These results show promising evidence that educational modules such as Perspectives can promote accuracy in moral messaging, with implications for bridging ethical divides in educational settings.