This paper assesses the efficacy of teaching a new course in the communication curriculum entitled Nonviolent Communication and Peace. Three studies are included: two pilot studies at a large Eastern US university and a final study which also included data from a concurrent study at a large Canadian university. Results from a pre-post instructional design show modest changes in the predicted direction of greater peace for three areas of assessment: (1) greater elaboration and integration of definitions for peace, (2) more agreement with statements about peaceful beliefs and behaviors related to the practice of peace in everyday life, and (3) increased recall for the number of peace role models. Future research includes recommendations for continued development of the peace assessment measure.