injuries, the statistics continue to rise nationwide. 1 In an effort to address a rash of alcohol-related automotive crashes involving teenagers in their community, staff at a level 2 trauma center in southeastern Florida created an injury prevention program focused on high school–aged participants. We gathered and analyzed data and found that Christmas vacation, spring vacation, and prom nights/ weekendsweretheperiodsduringwhichmostofthealcoholrelated crashes occurred. The resulting program, Shattered Dreams, is presented to high school juniors and seniors beforeprom,toeducatethemontheconsequencesofdriving under the influence (DUI) and distracted driving—making one “bad choice.” In the 20 years since its inception, it has proven successful in eliminating DUI-related motor vehicle crashes during prom weekend for all schools to which it has been presented. The purpose of this article is to provide a guideline for others interested in presenting such a program. Steps 1–4: Initial Preparation for “Shattered Dreams” Creation of the concept is the initial step in any project. To appeal to all types of learners, we use a combination of a multimedia presentation and demonstration. Our program starts with a video and narrated slideshow presented in the school’sauditoriumthatgraphicallydepictsactualcrashesand victims(withidentitiesobscured)and fictionalstoriesdesigned to enhance the impact of the photographs while complying with Health Insurance Portability and Accountability Act regulations. We intersperse slides describing anatomic and pathophysiologic information telling how the body responds chemically (related to alcohol/drug consumption) and physically (related to the mechanical forces of traumatic injury) and the effects of multitasking on the ability to concentrate. The students then move from the auditorium to the football field, where a crash scene has been created with 6 to 8 crash victims. The victims include at least 1 “fatality” and 1 drunk or distracted driver. The remaining victims are in various states of injury and/or entrapment. We use students, enlisting the help of the student council, class officers, and/ or drama club, as our victims. The narrated demonstration graphically and accurately depicts the response of local law enforcement and fire rescue personnel (including extrication and our helicopter transport team), as occurs in actual motor vehicle crash situations, excluding the time delay of arrival. The concept of the “golden hour” in trauma care 2 is stressed by the narrator. The narrator identifies the multiple simultaneous activities of police, fire-rescue and extrication team, victims, and so on, while placing emphasis on the impact and results of the situation for those directly involved and the effect on the parents and families of the victims. The program concludes as the most critically injured victim is transported by air rescue to the trauma center and “fatalities” are removed by a funeral hearse, again stressing the ripple effect created by one bad choice. It should be noted that we chose a funeral hearse for body removal in lieu of the medical examiner’s van because a hearse is a more readily recognized vehicle by the students. The nextstepin programplanningis theidentificationof key stakeholders. We identified the high school(s), the local schoolboard,the firedepartment(s),thepolicedepartment(s), ourair-rescueagency,andthemedicalexaminerand/oralocal funeral home and sought their approval and cooperation. Cooperation of these agencies is imperative and can often be obtainedbyidentifyingtheneedforperiodictrainingexercises for allpoliceand fire-rescuepersonnel.Researchrelatedtothe