The current study tested the effectiveness of delivering personalized feedback to first-semester college freshmen in a group lecture format. Participants enrolled in semester-long courses were randomly assigned to receive either personalized feedback or general information about alcohol. Both lecture conditions were delivered during a standard class period. Participants were reassessed after 5 weeks. Participants who received personalized feedback reported more accurate peer perceptions and higher readiness-to-change scores regarding personal alcohol use than participants who received general information. However, the results did not indicate group differences in alcohol use or alcohol-related consequences. These results support the use of freshmen seminar courses as a vehicle to provide personalized feedback to increase awareness of campus norms and increase motivation to change drinking behaviors. Table and references (Published Abstract)