Health of college students is a national public health concern, however general health courses which cover topics of concern such as responsible sexual behaviors, alcoholism, drug abuse, tobacco use, nutrition, weight management, cardiovascular health, and mental health issues are rarely a required course for college students. University health education faculty, health educators who teach students the appropriate practices of health education, must do what they are trained to do: teach college students healthy lifestyle behaviors and effective ways of changing negative behaviors. This quasi-experimental study investigates the extent to which the undergraduate general health courses are impacting the perceived knowledge, the health information interests, and the health behaviors interest of college students. Understanding the courses' impact on these variables will provide more understanding for the place of health education in higher education. The College Health Course Survey was given to students (n = 467) enrolled in general health education courses at four institutions during the first and last weeks of the course. The pre and post-survey data had t-tests and factorial ANOVAs ran in order to determine if any significance changes had occurred in the participants during the health course. The t-test findings revealed statistically significant results in overall knowledge, elective course, required course, upper and lower classification. The overall findings of the factorial ANOVA revealed that course type and student engagement play a key role in the increases of health interest and the decreases in the participation of negative health behaviors. Consequently, when these two variables interact, increases occur in students' participation of positive health behaviors. The increase in perceived health knowledge was not significantly impacted by any of the independent variables examined in this study. The last chapter presents a discussion of interpretations and implications of the significant findings. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]