Participant interaction is the defining characteristic of the focus group. Ideally, participants' thoughts stimulate discussion on the research topic, and group members probe one another for elaboration on comments. Within the context of a nonthreatening environment, focus group participants are acknowledged as experts and encouraged to share personal opinions and attitudes. The method allows participants the opportunity for both giving and gaining data, thereby facilitating a dynamic educational process that is unique to the focus-group method. This study shows that the focus-group method is feasible and that children are capable of participating in research that uses this method. The focus group allows discovery of unanticipated information, such as the role of context in shaping children's interpretations of prevention messages and subtle between-group differences in cognitive style and reactions to prevention messages. The authors conclude that the focus group constitutes untapped potential for furthering the quality and usefulness of child sexual abuse prevention research. The method is an innovative strategy for elaboration on quantitative findings and the development of instrumentation. The method is also worthwhile for exploratory research and for program evaluations that seek in-depth understanding of the meaning of prevention messages in a child's world. 1 table and 46 references