Numerous health promotion efforts aimed toward the elderly have focused on nutrition education as it relates to the prevention of disease states such as cardiovascular disease, cancer, stroke, and diabetes. However, research evaluating the effectiveness of a health education program on prevention of dehydration is lacking. Therefore, this study examined knowledge and fluid consumption behavior change following three weekly, 45-minute lessons regarding dehydration and its prevention. Older adults from churches, retirement communities, assisted-living facilities, and senior centers participated in either an experimental group (n=37) or control group (n=40: no intervention). Knowledge questionnaires and fluid intake records were completed before (B0), immediately after (T1), and three weeks following (T2) the intervention. One-way ANOVA indicated no differences in knowledge scores or fluid consumption behaviors between groups at B0. Pearson’s r revealed that age was related to knowledge scores (r=-.38) and to the consumption of dehydrating fluids (r=-.37) at baseline. Repeated measures ANOVA of knowledge scores resulted in a significant group by time interaction (p<0.0001). Post hoc analyses indicated that the experimental group significantly (p<0.0001) increased knowledge scores from B0 to T1 and maintained these scores through T2 while there was no change in the control group. Repeated measures ANOVA of self-reported fluid consumption resulted in a significant group by time effect (p<0.005). Post hoc analyses indicated that the control group significantly (p<0.05) decreased consumption of hydrating fluids between B0 and T2, and the experimental group marginally (p<0.06) increased consumption of hydrating fluids between B0 and T1. There were no significant changes seen in either group with regards to consumption of dehydrating fluids. Results did not change after controlling for variables such as age, gender, education, marital status, and limitations of activities of daily living. Although the educational intervention in this study improved knowledge, six weeks did not appear to be enough time to influence behavior. However, process evaluation contentment scores revealed that the participants’ satisfaction with the intervention was very high. Thus, exploration of the use of educational interventions aimed at preventing dehydration is warranted as a means of promoting healthy behaviors in older adults. Future studies should include quantitative assessments of hydration, as well as factors related to decision-making and motivation for changing fluid consumption behaviors.Keyword(s): community-based programs, health promotion, older adult/aging issues