This study began with a mailed survey to 180 nursing educators to ascertain whether caring was a curricular component, and to identify a quantitative instrument to measure caring in nursing students. The survey did not produce a suitable instrument, but a literature search located the Professional Caring Behaviors Instrument. Caring was a curricular component in 31% of the 109 respondents' programs;Caring has many meanings. Some nurses view it as affective and/or instrumental behaviors in relationships with patients. It has also been viewed as a moral basis for ethical decision making. These two views have been linked conceptually, but not empirically;Caring as a moral voice has been linked empirically with the Feeling Scale on the Myers-Briggs Type Inventory. This study investigated the relationship between three paired variables: caring moral voice, professional nurse caring, and Feeling. Instruments used to collect data were the Myers-Briggs Type Indicator, the Measure of Moral Orientation, and the Professional Caring Behaviors Instrument;The nonrandom sample consisted of 61 incoming associate degree nursing students; 93% were female, 75% were single, 60% came from small midwestern towns, all had moderate to strong religious beliefs, and the majority came into nursing for altruistic reasons. The mean age was 24, the median 21, and the mode 20;The majority of the sample (85%) preferred Feeling on the MBTI. Caring was the preferred voice in moral decision making for 93%, although it was balanced by the use of justice, and all of the sample strongly agreed that nursing caring behaviors were important;There were no statistically significant correlations between the variables in this sample. Scores on the three instruments had a restricted range; the group was homogeneous on all three variables. An unexpected result was the nonsignificant correlation of caring as a moral voice with Thinking. Instrumentation and scoring method may have contributed to this finding. There was support for related yet separate concepts of caring as a moral voice and caring as behavior in nursing relationships with patients. The results cannot be generalized to other groups, but the dominance of Sensing-Feeling types has many implications for faculty and student services personnel at the study site, affecting both the curriculum and the co-curriculum.