The Theory of Planned Behaviour was developed as a means of understanding motivational influences impacting behaviour and behavioural change (Aizen, 1980; Aizen, 1998). The theory is a useful framework to understand leisure behaviour but does not take into account the knowledge factor in motivation and leisure planning. Leisure education is often used as a mechanism to enhance leisure functioning yet little is understood about the extent to which acquisition of knowledge can impact leisure planning and behaviour. This study attempts to address this gap. Fifty seven students, grades 7-10, took part in leisure education programs which concluded 3 months before the start of summer holidays. Immediately following their program, each participant was interviewed about what they planned to do with the information acquired. Three months later, they were interviewed again to follow up on action taken on their planned behavioural changes and whether they intended to make further changes during the summer recess. Upon return to school they were once again interviewed about progress made in terms of behavioural change during the summer. Immediately following the program, participants reported planned action related to the following: specific barrier negotiation, general barrier negotiation, taking increased responsibility for leisure functioning, stress management, choosing alternatives, thinking more about choices, starting new activities, and finding new leisure partners. Three months later, 66% reported having made some behavioral changes with trying new activities and becoming more active were the most commonly reported. Of those who had made plans but did not follow through, too much school work and other end of term activity were cited as reasons. In September, eighty-five percent reported having remembered the plans made in June. Of those, 80% indicated that they had carried through, at least partially, with those plans. The planned changes included being more active, participating in more outdoor activities, trying new activities, being more productive during free time, and watching less television. Factors that contributed to them making changes included having objectives, setting priorities, taking initiative rather then sitting around, and getting more rest. A myriad of additional positive changes were made that had not been specifically planned and some who had not planned to make any change found that they did so anyway. These data indicate that knowledge itself can serve as an effective motivator of behaviour change. Implications of knowledge acquisition as a component of planned behavioral change in leisure will be discussed. Keyword(s): student issues, therapeutic recreation, youth-at-risk