Objective: Our aim was to evaluate a health education programme (TBIoptions: Promoting Knowledge) designed to increase public awareness and understanding about traumatic brain injury (TBI) through in-person (classroom) and computer-based (electronic) learning environments. Design: We used a pre-post survey design with randomization of participants to classroom (N = 22) or electronic (N = 22) delivery of the programme, in classroom and computer laboratory settings on the campus of Kansas State University, Manhattan, KS. Method: Forty-four participants rated areas of knowledge about TBI prior to and after the programme experience. They also rated health programme quality and instructional strategies (e.g. video vignettes). Written responses provided information for qualitative analysis. Results: Participants reported significantly higher ratings of knowledge after the programme experience. Qualitative analysis of written responses provided further evidence to support quantitative outcomes. There were no significant differences in comparing the two methods of delivery (classroom versus electronic learning format). Participants rated the quality of the programme and various instructional strategies very highly. Conclusion: TBIoptions: Promoting Knowledge offers a health education programme to increase understanding about TBI. Both modes of delivery, classroom and electronic, appeared equally effective in terms of self-report of change.