This article describes an evaluation of a high school hazing prevention training workshop with an investigation of gender differences in student responses. Data were gathered using pre- and post-surveys and follow-up focus groups with athletic teams in two schools in the northeastern U.S. Statistical analyses reveal the training was effective in shifting responses for male and female students while the staff impact was limited. Gendered perceptions and themes of power and status emerged from the qualitative analysis. Recommendations for research and school counselor practice are provided.