Rape myths are cultural narratives that are deeply entrenched in societal beliefs about sexual assault (Lonsway & Fitzgerald, 1995). Rape myths with female victims typically suggest the victim "asked for it" while rape myths regarding the sexual assault of men typically deny the existence of male rape. Furthermore, male rape myths suggest that men should be strong enough to resist all forms of sexual violence (Turchik & Edwards, 2012). Bystander intervention programs frame campus rape as a community problem and aim to mobilize students to intervene on behalf of potential victims (Banyard & Moynihan, 2011). Understanding how male and female rape myths affect bystander attitudes is vital to creating programs that will advance our understanding of factors that facilitate bystander action and inaction. Using a quantitative design, the current study examined the correlation between male and female rape myth acceptance with bystander attitudes in a population of college students. The hypothesis that male rape myth acceptance would be positively and significantly related to female rape myth acceptance was supported, indicating that individuals who support one type of myth are likely to support the other. The hypotheses that male and female rape myth acceptance would be significantly higher for men were also supported, indicating that men are more likely to support rape myths with victims of both sexes. Finally, the hypotheses that bystander attitudes would be significantly and negatively related to male and female rape myth acceptance were also supported, indicating that individuals who support male and female rape myths were less likely to intervene. Limitations and directions for future research are discussed. [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.]