||The purpose of this study was to establish if a specifically tailored educational program about cervical cancer and Human Papillomavirus infection (HPV) had an effect on knowledge and behavior of female college students who completed the educational program as compared to those who did not. Erikson's Developmental Theory, Bandura's Social Cognitive Theory, and Richard Jessor's Risk Behavior Model were used as frameworks for the study. Based on Cohen G's power analysis (effect size = .30; power =.80) a sample of 132 students were invited to participate in the study. Seventy three students (56%) completed the study; 32 in the control group, 41 in the experimental group. Ingledue's "Awareness of HPV and Cervical Questionnaire" was used to assess the students' knowledge levels and behaviors. The education intervention provided information about cervical cancer, HPV and the new prophylactic cervical cancer vaccine. Both groups completed the pretest and the one month posttest; the control group was offered the educational intervention at the time of the one month posttest. The data were analyzed using t-tests, mixed model ANOVAs with repeated measures, and Chi square. Results indicated that there was an increase in knowledge of cervical cancer, HPV and HPV infection in both groups; those in the experimental group reported decreased participation in high-risk sexual behavior practices at the one month posttest. Previous similar studies indicated statistically significant improvement in knowledge and persistent self-reported decrease in health-risk behaviors; this one did not. One possible explanation is different student demographics in the previous studies.