This study evaluated the efficacy of three approaches to increasing breast self-exam frequency in college-aged women. Program components included (1) an educational format which provided information on breast cancer and breast self-examinations, (2) a demonstration format where examinations were demonstrated and practiced, and (3) a prompt format where subjects received monthly reminders to self-examine. Components were completely crossed in a factorial design with four assessment periods (pretreatment and 1, 3, and 6 months posttreatment). The results showed that the examination frequency increased over time and was significantly higher in the prompt conditions. Information and demonstration programs did not increase the exam frequency. The frequency also increased in the control group, suggesting that assessments may have also prompted the behavior. Implications of the results are discussed.