Current literature indicates that an escalation of health risk activity in the United States logically predicts a continued rise in health care costs. CDC (2002) data recently indicated an increasing incidence of hypokinetic diseases, alcohol, drug and tobacco abuse, poor dietary practices, and irresponsible sexual behaviors. Programs designed at prevention, especially those in public education, are essential for reversing these trends. The purpose of this study was to initiate a longitudinal tracking method designed to determine the effectiveness of a Fitness for Living course (university core requirement), in enhancing the wellness knowledge and prevention behaviors of students. This course was comprised of six sections of a one-hour weekly mass lecture taught by four tenured faculty that included topics prioritized in the Healthy People 2010 objectives, plus 67 laboratory units that convened bi-weekly, and were taught by 25 instructors of varying rank, e.g., faculty, graduate assistant, per course. The labs were designed to assess/evaluate student fitness levels, inventory student health and wellness behaviors, e.g. dietary analysis, stress response, cardiac risk, and practically apply the content of the lecture over selected laboratory activities. A 60-question, 60-point pre (prt) and post (pot) instruction examination designed by course faculty and representative of course content was taken in each lab section and assessed independently of the course’s evaluative criteria. Student participation was voluntary. Neither exam scores nor test feedback were provided to the students after testing; anonymity was guaranteed. The n for both prt/pot was 1082. Significant Pearson-product correlation (.64, p < .01) between prt/pot scores, and a significant effect of the course on pot scores via dependent t-test (prt mean, 31.59, sd 5.81, sem, .17; pot mean, 36.10, sd, 7.20, sem, .22, p < .001), Effect Size (ES), .75 were reported. Internal reliability coefficients were calculated for the pot via Spearman-Brown (.81) and Kuder-Richardson-Hoyt (.81) correlation techniques. Conclusion: the Fitness for Living class was effective in enhancing students’ wellness content knowledge consistently over laboratory sections, however the moderate prt/pot mean scores indicate an incumbency for more extensive preparation in health education during K-12, and points out the need for more exposure to health related content and practice during and after college/university matriculation. Suggestions for future tracking: utilize demographic data, e.g., class, gender, additional academic data, e.g., GPA, course test grades, and information regarding student attitudes toward the course in the analysis; and investigate alternative methodologies designed to enhance the effectiveness of content delivery. Keyword(s): health promotion, national issues, wellness/disease prevention