The evaluation of an eating disorders prevention curriculum on eating attitudes and behaviors of female college students. Purpose: The purpose of this study was to evaluate the efficacy of an academic college course on eating attitudes and behaviors of female college students. Methods: Two hundred and twenty female college students (19.4 ± 2.6 years old) participated in either the intervention (n = 76) or control (n = 144) and completed a pre-, post- and follow up (intervention only) survey that identified intuitive eating, thin-ideal internalization, restrained eating, body dissatisfaction, eating, shape and weight concerns and eating pathology. Intervention females participated in a 12-week academic curriculum based on cognitive behavioral techniques, cognitive dissonance and media literacy strategies. Cognitive behavior techniques included self monitoring, challenging irrational beliefs, monitoring of negative self-talk and positive counter statements, strategies to cope with anxiety, distress, panic and relapse prevention strategies. Cognitive dissonance techniques encouraged the participants to compare the inconsistency of their behaviors with their beliefs. Media literacy techniques invited the participant to become a critical evaluator of the media. Results: High and low risk intervention participants reported increased reliance on internal hunger and satiety cues, F (1, 76) = 4.51, p < .05, decreased restrained eating F (1, 76) = .12, p < .05, and an improvement on a more global measure of eating pathology F (1, 76) = 16.89, p < .001 at follow up. High risk intervention participants reported lower body dissatisfaction, F (1, 76) = 12.92, p < .001, reduced eating concerns F (1, 76) = 10.21, p < .001, reduced shape concerns, F (1, 76) = 11.08, p < .001 and reduced weight concerns F (1, 76) = 17.77, p < .001 at follow up. Conclusions : The results of the analyses indicate that the prevention program was effective in reducing risk factors associated with eating disorders. These findings suggest that a college academic curriculum may reduce eating disorder risk factors by increasing protective behaviors and decreasing harmful attitudes and behaviors among high risk females.