This paper describes a study that tested the effects of an educational intervention on the alcohol-related knowledge, normative beliefs, attitudes, and psychosocial skills of high-risk drinking college students. Knowledge items measured cognitive awareness of alcohol risks. Normative beliefs and attitude measures reflected misperceptions of others' drinking. Psychosocial skill measures entailed perceived ability to intervene during an alcohol emergency and personal skills to refuse alcohol. These specific variables were deemed important to the health, well-being, and academic achievement of college students, especially frequently bingeing students who may be at high risk for alcohol-related problems. The research was conducted in two phases: a baseline measure to identify binge drinkers and a pretest and posttest intervention study that entailed delivering and evaluating an alcohol education program for the identified sample of 234 binge drinkers. The intervention study entailed a two-group, quasi-experimental design to test the effects of a 10-hour alcohol education intervention on alcohol-related knowledge, normative beliefs, attitudes, and psychosocial skills of high-risk, bingeing students. Results indicated that posttest, intervention students had greater knowledge scores and higher perceived ability to intervene during an alcohol-related emergency than did control group students. (Contains 32 references.) (SM)