Previous research has investigated the perceived effects of required conceptually-based basic physical education activity courses. While the findings of these studies have been positive, it is important to recognize the results of these studies were based on student perception and not on actually measured or determined health-related fitness (HRF) knowledge. The purpose of this study was to establish differences in determined HRF knowledge, perceived HRF knowledge, attitude towards HRF, and current exercise habits in college students following completion of a required conceptually-based HRF course. Two instruments were used in this study. The first was designed to measure current knowledge in the four health-related areas of fitness and nutrition. The second instrument was used to determine HFR attitudes and activity habits. Student attitudes about the importance of health and fitness were determined by having students respond to specific questions using a 5-point Likert scale ranging from “very important” to “no importance.” A similar scale, ranging from “all of the time” to “never,” was used to determine how frequently health/fitness and nutrition-related factors influenced student decisions regarding their current exercise and nutrition habits. In addition to the attitudinal data, self-reported activity habits for the month prior to the pre-test and post-test were determined and recorded in terms of mode, frequency, duration, and distance. All reported activity was subdivided into four categories, “aerobic,” “individual,” “team,” and “other.” To standardize participant activity habits, as well as determine each participant’s “total” aerobic score, all reported activities were converted to aerobic points, based on Cooper’s (1982) system. Once homogeneity between the experimental and a control group was established, paired T-tests were conducted to determine significant differences in the tested variables from pre-test to post-test on the treatment group. Results indicted statistically significant differences in how students rated their perceived level of knowledge regarding health and nutrition (t(76) = 5.470, p = .000), as well as in determined student HRF knowledge (t(77) = 16.541, p = .000). Statistically significant gains were also demonstrated in student attitudes towards physical fitness (t(72) = 4.822, p = .000) and the value they placed on the course (t(71) = 3.945, p = .000). No statistical differences in activity points earned in team, individual, aerobic, other, or total categories were noted. It was concluded that following completion of a HRF course, students demonstrate significantly more positive exercise attitudes and significantly greater perceived and determined HRF knowledge.Keyword(s): exercise/fitness, health promotion, physical activity