Abstract: Prevention provides an opportunity for students to develop psychosocial competencies that can help youth resist or delay the initiation of drug use. The problem is whether such psychosocial approaches are effective, determining which risk factors are ameliorated by program components, and which are different for high-risk and low-risk adolescents. ADAPT is a five year project funded by NIDA to study the effectiveness of two methods of drug prevention programming. The investigation utilizes a prospective, group-randomized design in nine rural school districts in Pennsylvania. Schools were randomly assigned to one of three conditions: standard Life Skills Training (LST), infused Life Skills Training (I-LST), or no treatment control. The students in the LST condition (n at T1=232) are receiving the standard three-year Life Skills Training curriculum (Botvin, Baker, Dusenbury, Botvin & Diaz, 1995). Students in the I-LST condition (n at T1=287) are receiving an infused or integrated three-year program based on the LST curriculum. The control condition students (n at T1=193) are receiving no treatment. ANOVA F's indicated that distribution of gender, race and income status were equivalent across the three conditions. Ordinary least squares (OLS) multiple regression analyses were used to evaluate the effectiveness of the two treatments while controlling for baseline measures of the dependent variable. Multiple regression analyses by risk status were performed to assess the effect of treatment groups on the smoking, drinking, and program outcome variables at T2 while controlling for the dependent variable at T1. Preliminary analyses suggest that both treatment programs are most effective for high-risk females, resulting in lower levels of drinking and marijuana use. The I-LST condition demonstrated less drunkenness and a trend (p=.06) towards reduced cigarette use for high-risk females. Among high-risk females, the LST condition had significant effects for attitude toward ATOD, normative beliefs, and knowledge of ATOD. The I-LST condition demonstrated significant effects for normative beliefs, refusal skills, and knowledge of ATOD for this same group. Program effects for knowledge of ATOD were observed among low-risk females for both treatment conditions. LST program effects were demonstrated for communication skills among the low-risk females. Both treatments significantly affected knowledge of ATOD among low-risk males and appear to be reaching females most at-risk. Clear differences in program outcomes are demonstrated for those at low and high risk among femalesKeyword(s): curriculum development, research, youth-at-risk