The purpose of this study was twofold, first to determine the effectiveness of a university fitness for living course on its students' content knowledge, attitude toward wellness and health behaviors in regards to three cardiorespiratory risk factors, namely lack of activity, poor diet, and stressful lifestyle. The second purpose was to initiate and refine a testing process on-line using INQSIT format to expedite the measurement processes for future testing purposes. Initially, data were collected from 461 volunteer students from a university core lecture/laboratory fitness for life course taught by three tenured professors (lecture) and 24 laboratory instructors. The laboratories evaluated student fitness levels, inventoried student wellness behavior, and practically applied lecture content to selected laboratory activities. The Wellness Knowledge, Attitude and Behavior Instrument served as the criterion measure. The instrument contains 33 wellness knowledge questions, 14 attitude survey items, and 17 wellness behavior survey items. Data were collected in pre (PRT) and post (POT) test/survey formats at the beginning and end of the semester. Ten of the 14 attitude survey items were weighted so that scores of 5 equated to strongly agree while scores of 1 were matched with strongly disagree. The remainder of the questions reversed the value order by matching 5 with strongly disagree and 1 with strongly agree. The highest possible individual score for this section was 70. In part 3, wellness behavior, a similar procedure was employed with 11 items equating 5 to always and 1 to never with 6 of the questions reversing the value order to 5 equaling never and 1 equaling always. The highest possible individual score in this section was 85. Wellness knowledge test results indicated that the course had a significant effect on the POT scores for the remaining 216 of the original subjects via dependent t-test (PRT M = 67%, POT M = 72, p < .001). The pre and post survey results of attitude and behavior towards wellness demonstrated that the course had no significant effect on the wellness attitudes or wellness behaviors of the subjects. Attitude scores from the initial survey were considered good – percent equivalent score = 87.6, however, behavior scores were considered poor – percent equivalent = 66 - from both pre-to post survey indicating that the students valued wellness in theory but not necessarily in practice. Further data collection in this area is warranted, especially in regards to the discrepancy between attitude and behavior.Keyword(s): college level issues, measurement/evaluation, wellness/disease prevention