This investigation evaluated whether type of programming differentially affects elaboration likelihood model central route processing of rape prevention messages, attitudes, knowledge, behaviors, and stability of change. The 258 participants were assigned to a didactic-video program, an interactive drama, or control. Measured over 5 time periods, results indicated that (a) the interactive drama was most effective in promoting central route processing; (b) the didactic-video intervention was more effective than the control at altering men's rape myth acceptance at 1 month, but change was not stable; (c) a pattem of rebounding scores on rape attitudes occurred for both interventions; (d) interactive drama participants were more able to identify consent versus coercion; and (e) interactive drama participants demonstrated differences on behavioral indicators.