The current study contrasted three treatment conditions: 1) 15 regular teachers with their own classes (237 children); 2) 8 lead teachers with unfamiliar classes (114 children); and 3) expert consultants with unfamiliar classes (201 children). All trainers used an adaptation of the Feeling Yes, Feeling No prevention curriculum, and both lead teachers and classroom teachers went through extensive training before implementing the program. No significant differences were found in the relative efficacy of using teachers versus expert consultants to present the program, with children demonstrating equivalent knowledge gains and equivalent skill scores on a videotape vignettes measure. Children in each condition made equivalent numbers of disclosures and had similar positive reactions to the programs. 5 tables, 1 note, and 12 references (Publisher abstract)