Background: Infant mortality and maternal deaths are steadily increasing in the United States. Infant mortality and maternal deaths may be preventable if education is offered to the woman and her partner prior to conception. Preconception health education is not routinely addressed with a woman and her partner in routine visits to a health care provider. Reproductive health education is rarely discussed with a woman and her partner until after conception. In some cases, such education comes too late. Significance: Preconception health education can improve pregnancy-related health outcomes. Preconception health addresses lifespan health as a normal routine, including proper diet, exercise, and folic acid supplementation. Problem: Gaps exist in health professions education relating to preconception health. Healthcare providers are uncertain about how and when to address preconception health. Few disciplines include preconception health in their curricula. Aim: The aim of this DNP project was to introduce preconception health into the community via health professional education. Methods: An initial study was conducted to introduce to preconception health during one face-to-face session of a pre-licensure nursing course. Evaluation of the intervention compared the 12-item pretest and posttest results. This was a replication study from a previous improvement project implemented from accredited pre-licensure BSN program. Participants: The information was presented to the students in a live face-to-face presentation. In previous settings, the post-test scores consistently increased up to 50% compared to the pretest scores. In this study, data was collected from 71 first year nursing students during their first nursing theory course. Findings: The results of the information from the pretest and the posttest yielded up to a 50% increase in knowledge about preconception health were addressed in phase one of this study. With the improvement of pretest to posttest scores, it was determined that in-class presentation of preconception health education can improve knowledge and promote life style changes of health science students. Phase two of the study included peer-to-peer education based on a defined curriculum created from the Office of Minority Health. This was a pilot from a major university in the Inland Empire. Conclusion: The implementation of the project showed increased student enthusiasm about disseminating information about preconception health education and many colleges and universities have held trainings about peer-to-peer education on their campuses. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]