A prominent and popular aspect of the child sexual abuse prevention effort that has emerged in the past decade involves educational programs aimed at children. Implemented in the schools, these programs provide children with knowledge about sexual abuse, including ways to respond to abusive approaches, and aid children in disclosing abuse if they have been victimized. As yet, there is no published research support for the conceptual assumptions (largely involving empowerment) upon which the prevention educational programs are based, and sparse empirical support for their effectiveness. Thus, the decision of a school district to adopt and implement a sexual abuse prevention program is a serious one. School psychologists are in a key position to inform decision makers about the potential and the limitations of child sexual abuse prevention programs and to assist in developing, implementing, and evaluating more effective school-based programs. General issues about the etiology of child sexual abuse and the relationship of etiology to prevention efforts are discussed. In addition, the following were discussed: (1) the nature of child sexual abuse prevention programs; (2) whether these programs prevent children from being sexually abused; (3) whether these programs identify children who have been sexually abused by facilitating disclosure; (4) whether it is fair and reasonable to expect children to participate in efforts to prevent their own sexual abuse; and (5) the issues school psychologists need to consider in developing, implementing, and evaluating school-based child sexual abuse prevention programs. (Author abstract modified)