A bystander program to increase knowledge and self-efficacy for intervening in alcohol-related emergencies, and increase the ratio of perceived benefits to barriers for intervening, was evaluated. Incoming first-year students participated in small group motivational interviewing sessions. Surveys were emailed two weeks before scheduled orientations and post-intervention surveys were administered one week following program delivery. Participants included students who completed either the pre-test (n = 419), the post-test (n = 329) or both (n = 140). Results indicated improved self-efficacy, knowledge and perceived benefits for intervening. Students with the largest increases in self-efficacy and knowledge reported greater increases in perceived benefits. Findings provide support for the use of peer-led motivational interviewing as a format for training students to intervene in alcohol-related emergencies.