Context: The “college years” are a critical time in the life of many young people when it comes to both their current and future health status. It is during this period in one’s life that many health-related beliefs, attitudes, and behaviors are adopted and consolidated. Objective: To determine the impact of a college personal health course on the stages of change for various health behaviors. Design: Cross-sectional, self-report, face-to-face survey. Setting: Mid-size, midwestern university. Participants: Students (N=139) enrolled during a single semester in a personal health course. The vast majority of the students did not intend to major in a health- related discipline. Intervention: A three-credit semester long (15 weeks) personal health course. Main Outcome Measure: Change in stage for the various behaviors from pre to post. Data were collected during a regular class meeting using a questionnaire comprised of 13 questions. Three questions were demographic and the remaining ten questions measured the stage of change construct for various health behaviors using identical 1-item algorithms with five distinct response choices. The stage questions were developed by a group of researchers at the University of Rhode Island and have been shown to be both valid and reliable in several studies. Results: Participants were mostly female (60.4%), of freshman or sophomore standing (86.4%), and either 18 or 19 years old (77.7%). There was positive movement in stage change for eight of the ten behaviors examined. Of those eight, two (eating a diet high in fiber and doing cancer self-exams) were statistically significant at the .05 level. The behavior with the greatest absolute positive change was smoking, but the number of smokers was too small to be statistically significant. The two behaviors that did not move in a positive direction were: exercising three times a week for 20 minutes, and reducing the amount of stress in your daily life. Conclusions: This research supports the belief that a college personal health course can influence students’ stages of change in a positive direction for a variety of health behaviors. In this project, the two behaviors that did not change in a positive direction (exercising and reducing stress) may have been influenced by the academic demands of end of the semester, when the post-test data were gathered.