This pilot study (N=63) used a mixed methods design to compare the impact of peer theater education, traditional peer education, and a comparison group on the in-depth attitudes and knowledge concerning interpersonal violence (IPV) among social work students in an introductory social work course. Six focus groups were conducted with students to assess their attitudes and thoughts about IPV prior to the intervention and 2 months after the intervention. The results indicate greater knowledge and healthier attitudes toward IPV for both the peer education and peer theater groups, with little change in the comparison group. Participants in the peer theater group, however, communicated a better ability to integrate their knowledge with real-life situations and practically apply this knowledge.