In this paper, implementation of programs in grades K-6 are summarized according to mode and content of presentation, audience and trainer characteristics, and program length. Empirical validation of many creative and entertaining prevention programs available to children has lagged behind their actual development and implementation. Several research questions need to be addressed before it can be confidently asserted that such programs are effective in preventing the sexual exploitation of children. Evaluation efforts must be expanded in order to improve existing materials, obtain funding, and ensure public and professional support for school-based sexual abuse prevention programs. 1 table and 57 references. (Author abstract modified)