This study examined the ability of a lifespan course to create positive change in both knowledge of, and attitudes toward, aging of undergraduate students. Additionally, we questioned whether students define the point at which one is considered to be old in similar ways. Findings indicated positive change in both knowledge and attitudes, but perceptions of old age were best predicted by attitudes alone. Knowledge and attitudes were not associated at Time 1 or Time 2, implying ageism may continue to exist within student populations. Suggestions for educators to combat ageism are provided. (Contains 3 tables.)