The “Shattered Lives” program involves the dramatization of an alcohol-related crash scene with the student body of a high school and is similar to the “Shattered Dreams” re-enactment. Both programs are based on the “Every 15 Minutes” national initiative that includes a two-day mock event involving parents, students, and community resources. Operational expenses are often cost prohibitive which may prevent its use and acceptance in schools where students need to be educated on the dangers of drink-driving. Currently, only two studies have been conducted to evaluate the efficacy of the dramatizations. The purpose of this study is to explore the perceptions and behaviors of high school students before and after participating in “Shattered Lives.” This research was conducted at two Texas high schools with 11th and 12th grade students. Perceptions and behaviors were measured using a pretest / posttest survey. One-hundred-three male (n=33) and female (n=70) student participants were given a modified version of the Bordin (2003) “Every 15 Minutes” Program Evaluation. Data were analyzed using SPSS 14.0. Significant differences were found on student pretest and posttest answers for 27 of 35 items. After participation in the program, students reported drinking less often (p =.000; 29.1% to 38.8%), having fewer binge drinking episodes (p =.001; 52.9% to 63.1%), being concerned about peers drinking ( p=.000; 11.7% to 34.0%), being concerned about peers binge drinking (p =.000; 37.9% to 69.9%), driving after drinking (p =.000; 45.6% to 11.7%), riding with a friend after they drank (p =.000; 44.7% to 7.8%), plans to stop a friend from drink-driving (p =.000; 53.9% to 83.3%), watch out for friends drinking (p =.000; 45.6% to 90.3%), prevent a friend from drink driving (p = .000; 45.6% to 96.1%), talk to peers about dangerous driving (p = .000; 23.3% to 77/7%), serve as the designated driver (p = .000; 30.1% to 81.4%), set limits on personal alcohol consumption (p = .000; 22.9% to 71.2%), and establish a “no questions asked” contract with parents (p = .000; 9.0% to 42.6%). Additionally, students reported the program to be realistic (80.2%, n = 81), the best prevention activity in which they had participated (89.15%, n = 90), and that the program was meaningful to them (88.1%, n = 89). Findings suggest the “Shattered Lives” program is effective in changing perceptions and behaviors of students regarding alcohol use, drink-driving, and the prevention of peer drink-driving. Keyword(s): disease prevention/wellness, high school issues, youth-at-risk