This study examines the effects of Jayhawks Give a Flock, a bystander education program adapted from "Bringing in the Bystander," on first-year students' intentions to intervene as bystanders and prevent sexual violence using the Theory of Planned Behavior (TPB) (Fishbein & Azjen, 1975; 2010) as a theoretical framework. This study compares subgroups of first-year students based on four background factors: gender, sexual orientation, race/ethnicity, and fraternity/sorority affiliation and observed several significant differences. The study then examines the relationship and predictive nature of TPB-related factors on bystander intent. The study finds a student's backgrounds and TPB-related factors (attitudes, surrounding peer and social norms, and perceived behavioral control) all play a role in determining if the student will intervene. Correlational analyses also indicate significant positive relationships between the four TPB-related factors. Additional analysis reveals attitudes, subjective norms, and perceived behavioral control are highly predictive of student bystander intent. These findings suggest important implications for practitioners at higher education institutions regarding bystander education programs. The study also suggests important implications for future research for using the Theory of Planned Behavior when examining bystander intention. [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.]