Ethics and morality support and exist in a continuum with a variety of systems of social constraint. Because other systems of social constraint, including laws, rules, and precedents, formally document resolutions to most of the simple and/or obvious ethical cases the teaching of ethical decision making frequently operates within the fractally complex boundaries between established ethical principles, undesirable harms, and human values. The primary subject of ethics instruction is not, then, simple rights and wrongs and essential ethical principles, but the ways in which we make reasonable decisions when principles compete, harms are interdependent, and we are forced to choose between less than fully attractive decision alternatives. The best ethical cases expose the complex boundaries in ethical decision making such that students think about how they make forced choices between competing ethical principles, undesirable harms, and their most cherished values. If we want to test the efficacy of ethics instruction in the face of such fractally complex decision spaces, we must develop test instruments that allow us to explore that complexity. One such possibility is proposed here.