Nowadays the psychology of moral development is popular again due to the demand for examining various traditional concepts. This includes the concept of moral reasoning. Moral reasoning applies to the processes of reasoning in dubious situations. These processes are varied qualitatively during cognitive development. They range from reasoning that is based on personal perspective, which is founded on getting rewards and avoiding punishment, to one that is based on the general principles of justice and benevolence. Psychology of moral development owes a lot of its findings to the theory and research of L. Kohlberg. He made a model according to which the moral development takes place on three levels (preconventional, conventional and postconventional), and each level has two developmental sublevels. Previous studies demonstrated that only participation in formal education has a role in develpment of moral reasoning and that different academic contexts have different effects on moral development. Considering that the aim of this study was to examine differences in moral reasoning among students of different academic years and different academic disciplines (law, health care, social sciences and humanities). The results showed that there was no difference in Kohlberg's stages of development and in the moral reasoning index among students of different academic years and orientations. Also, there was no difference among students of different academic years and orientations in conservative orientation nor among students of different academic years in humanistic orientation. However, results showed that there was a difference established among students of different academic disciplines in the humanistic orientation and that students of social studies were more humanistic oriented than law students. Possible explanations for the lack of differences in the stages of moral development and and in the moral reasoning index were that maturity alone isn't enough for moral development to occur and that overall stimulating environement that college provides is perhaps more imporatant than specific academic contexts. Findings of this study are consistent with the findings of some of the previous studies.