The purpose of this study was to determine (1) the effects of a core, general education fitness for life course that utilized eInstruction student response system (SRS) technology on student course content knowledge, and (2) the effectiveness of the course in improving students' attitudes and wellness behaviors in regards to exercise nutrition and stress management. The course consisted of a weekly content lecture complemented with two laboratory sessions designed to initially evaluate students over a variety of validated health and physical fitness tests, subsequently plan and implement physical activity interventions over the course of the semester, and lastly reevaluate student fitness levels at the conclusion of the semester. Six-hundred and thirty volunteers, 401 females and 229 males, completed the Wellness Knowledge, Attitude and Behavior Instrument at the beginning and end of the semester. This instrument consists of (a) 33 questions designed to test specific knowledge regarding exercise, nutrition and stress management, (b) 14 attitude survey items covering the same topic areas, measured on a 5 point Likert scale ranging from 5 = strongly agree to 1 = strongly disagree with a raw score range: 70 = highest/0 = lowest, and (3) 17 similar wellness behavior survey items using the same 5 point scale ranging from 5 = always to 1 = never with a raw score range of 85 = highest/0 = lowest). It was administered on-line via the InQsit website. A gender by knowledge repeated measures design was employed to determine the effect of the SRS approach on student content knowledge. Results indicated a significant (p < .001) increase in test score means (M) from pre/post assessments: M 60.30/73.71 ó 10.15/11.26, but no significant effect on gender. Kolmogorov-Smirnov Z tests found increases, but no significant mean differences, on pre/post attitudes – M 59.75/60.14 ó .48/.47 or behaviors M 53.38/54.65 ó .47/.61. Attitude scores, however, were relatively high on both the pre and post tests, .85/.86 of the 70 point maximum, yet behavior scores were poor over both tests .63/.64 of the 85 point maximum. It was concluded that the SRS was an effective instructional tool because it incorporated interactive learning activities and participation quizzes into lecture in an anonymous, non-threatening environment. Recommendations included continuance of the SRS instruction approach, and the employment of more individualized and varied laboratory fitness intervention techniques in an effort to more positively affect students' exercise and wellness behaviors. Keyword(s): exercise/fitness/physical activity, research, technology