HIV morbidity and mortality have declined significantly since the mid-1990s due to therapeutic advances to slow progression of HIV-related immune deficiency. African Americans, young adults, and the poor have seen unequal outcomes in living well with HIV and survival rates. Recent surveillance data uphold young black adults with the highest rates of new HIV infections and HIV-related mortality; however they also suggest a new trend – disproportionately high rates of infection among educated blacks. Hypothetical factors include lack of information, not feeling that they are at risk, lack of faith in mainstream healthcare, lack of understanding of the problem, homophobia, infidelity, and denial. Black leaders have declared that the black community is ready to take on HIV and that black institutions of higher education must lead the way. Therefore, the purpose of this study was to assess the extent to which active participation in an interdisciplinary, evidence-based, and community-oriented HIV/AIDS project increased basic HIV knowledge and perceived competency to advocate for HIV/AIDS among historically black university students. Participants included 85 black students – 45 health/education majors (intervention group) and 40 undergraduates in core physical education courses (control group). Participants completed a 55-item (40 HIV knowledge, 10 HIV advocacy, five demographic) paper-and-pencil instrument, confidentially, at baseline and 15-weeks, in an educational environment. Intervention students participated in weekly HIV education; control students participated in regular physical education. Pre-test, post-test data were collected from 64 students (36 intervention, 28 control). Knowledge data were analyzed with frequency statistics and ANOVA. Results indicate significant differences between groups, in favor of the intervention, with a statistically significant (p=0.03) increase in mean knowledge score from 66.0% at pre-test to 74.8% at post-test. For the control, no statistically significant differences were found. Advocacy data were analyzed with factor analysis, resulting in three factors: Factor 1 – likelihood of taking action regarding advocacy issues, Factor 2 – confidence in critical thinking about HIV, and Factor 3 – confidence in using scientific information to argue points or present information about HIV. A significant difference was observed for Factor 3, in favor of the intervention group. This research is significant because it addresses national HIV disparities, responds to a “call to action” by leading black organizations, and serves as a basis for development of culturally-sensitive interventions. Thus, as a result of this presentation, learners will be able to: (1.) cite health disparity statistics on African Americans and HIV, (2.) discuss a research-based, culturally-sensitive HIV education intervention.Keyword(s): advocacy, community-based programs, multiculturalism/cultural diversity