The purpose of this study is to test empirically the model, Taxonomy of Rights (Schultz, 1996), in how efficiently it acts as an educational tool for health-care students. The Taxonomy is a proposed classification system of rights, in the framework of Maslow's (1954) hierarchy of needs, for individuals with mental retardation or developmental disabilities. This is in contrast to most bill of rights documents that are merely haphazard listings of rights. The health-care students were contracted and trained by the Hattie Larlham Foundation. The focus of the training was for the delivery of in-home respite care to a population of children and young adults who may be dealing with mental retardation, developmental disabilities, or complex and chronic medical needs. Those students exposed to the Taxonomy presentation demonstrated higher educational objective attainment for these rights in the cognitive (Bloom, 1956) and affective (Krathwohl, Bloom, and Masia, 1964) domains than did students exposed to the traditional Ohio Revised Code (1987) presentation. Ramifications of these results in terms of the place and presentation of rights in quality health-care delivery for clients with disabilities are enumerated.