Despite widespread use of compulsory online prevention training, sexual harassment continues to occur at high rates. Most universities use online sexual harassment prevention (SHP) programs to meet state compliance requirements, but there is little research evaluating their effectiveness. The purpose of the current quantitative study was to investigate the impact of SHP as well as to explore differences in knowledge about sexual harassment, attitudes about sexual harassment myths, willingness to engage in bystander behaviors, and perceptions of organizational climate for sexual harassment among groups. Faculty, staff, and administrators from three campuses in the California State University system (N = 1,699) completed a 77-item survey, reporting that they had participated in the compulsory online SHP training an average of 4.59 times. Overall, mean scores for knowledge, attitudes, bystander behaviors, and perceptions of climate scales were high, but non-managerial staff, men, and heterosexual participants scored significantly lower than managers/faculty, women, and lesbian/gay/bisexual/queer participants on most scales. Multiple regression models showed that perceptions of climate, training, and characteristics significantly predicted outcomes; however, these models explained a small proportion of the variance in the outcomes. Recency and frequency of participation in SHP were nonsignificant predictors, but the perception of climate was significantly predictive of knowledge and bystander behaviors. Implications of the study include developing campus-wide interventions focused on climate and ensuring that SHP training addresses identity-specific and culturally relevant topics. Additionally, given the finding that repeated, compulsory online training is unlikely to have a meaningful ongoing impact on knowledge, attitudes, or bystander behaviors, recommendations for future practice include adapting in-person SHP training to build on what is already taught in online training and including topics specific to the campus or identity group included in the training. Future research should use different research designs and investigate the impact of SHP training length, content, and modality to determine best practices for SHP. [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.]