Over the last two decades, there has been a dramatic increase in natural and manmade disasters. While no community is immune to the risks posed by these large-scale emergencies, colleges, and universities, which are home to numerous vulnerable populations, could be counted among those most at risk. In their current state of overall community preparedness, campuses are not equipped to weather impending dangers; consequently, the impact on students could be disastrous. This study examined preparedness practices at Oregon colleges and universities to better understand how institutions of higher education in the state prepare their students for large-scale emergencies, what challenges they face in implementing preparedness interventions, and what best practices have helped them overcome these challenges. Using a qualitative case study research design, an inventory of preparedness interventions was developed through the distribution of a state-wide qualitative survey, document-mining and elite interviews with preparedness managers at seven colleges and universities in Oregon. These interventions, in conjunction with data collected regarding challenges and best practices, were used to inform the development of a tool based on the Extended Parallel Process Model to aid practitioners in developing preparedness education interventions. [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.]