Evaluations of bystander intervention education programs demonstrate that this approach results in students' increased willingness to intervene in prosocial ways to prevent sexual violence (e.g., Moynihan, Banyard, Arnold, Eckstein, & Stapleton, 2010). These programs often focus on first-year college students, though theories and research on student development raise questions about when students are best trained as bystanders (Bennett, Banyard, & Garnhart, 2014). Designing appropriate bystander educational efforts for students as they enter college requires understanding the base of knowledge and behavior they already possess. To date, however, research into this question is sparse. In this article the authors examine the patterns of bystander behavior reported by incoming college students to provide a better view of the landscape into which bystander-focused prevention on college campuses is placed.