Pre- and post-surveys of self-protective knowledge and skills in third, fourth, and fifth grade classrooms (n = 24) randomly assigned to a model program for alcohol prevention and traffic safety or to comparison group (n = 24 classrooms) were analyzed to evaluate replicability of immediate positive effects of first-year exposure and to test cumulative effects of second year exposure to the five-year curriculum. Results demonstrate utility of a multi-year curriculum approach targeted to elementary school students. Children in intervention classrooms made greater gains in Media Literacy and Vehicle Safety Skills than did comparison students. Those with two years of exposure scored higher for Vehicle Safety Skills on the pre-survey and made greater increases than did comparison students.