The purpose of this study was to determine the effectiveness of a university fitness for living course on its students’ wellness content knowledge, and whether any relationship existed between wellness content knowledge and exercise behavior. Initially, data was collected from 982 volunteer students from a university core fitness for life course which was comprised of six sections of 1-hour weekly mass lectures taught by three tenured faculty plus 65 bi-weekly laboratory sections taught by 24 instructors of varying rank (e.g., faculty, graduate assistant, per course instructor). The laboratories evaluated student fitness levels, inventoried student wellness behavior and practically applied lecture content to selected laboratory activities. Previously validated pre (PRT) and post (POT) tests (Downing, Masterson & Hill, 2004) were administrated and assessed independently of the course’s evaluative criteria. A significant Pearson-Product Moment correlation (.62, p < .001) between PRT and POT scores and a significant effect of the course on the POT scores via dependent t-test (PRT M = 30.46, SD = 5.51, SEM = 3.47; POT M = 35.84, SD = 6.61, SEM = 3.31, p < .001) (ES) = .98 were reported. At the course conclusion the Center for Disease Control’s (CDC) Barriers to Being Active Quiz, a valid, 21-item exercise adherence survey was administered to 554 volunteers from the original data set. Items were scored on a scale of 0 (very unlikely) through 3 (very likely). The CDC factor analyzed the items into seven categories, lack of time, energy, willpower, skill, resources plus social influence and fear of injury. Scoring for each category ranged from 1 (assigned statistical minimum) to a 9 maximum, and were the result of the combined scores of the three survey items that represented that category. Scores of 5 or above in any category indicate barriers to exercise adherence. Median scores for each category were as follows: time = 5.38, social = 3.72, energy = 5.67, willpower = 6.57, injury = 1.19, skill = 2.35 and resources = 1.73. A stepwise multiple regression procedure was performed to determine if any relationship existed between the survey categories and the subjects’ POT Z scores. No significant R was found. No relationship existed between wellness knowledge and the exercise behaviors measured in the survey. These results plus the modest POT mean scores indicate a need for more emphases on instilling positive wellness attitudes, beliefs and practices over the K-12 grades and in university wellness courses.Keyword(s): exercise/fitness, health promotion, wellness/disease prevention