This article describes a project that incorporated interactive technology to teach violence prevention knowledge and skills to second grade students. The educational video games presented lessons consisting of animated characters in a story, accompanied by a number of exercises. The research issue was whether students would develop an appreciation and proficiency in the prosocial knowledge, beliefs, and attitudes about behaviors emphasized in the interactive technology materials. Empirical data collected on the students at pretest and posttest indicated change in student knowledge, attitudes and beliefs in alignment with the sought-after learning objectives.