This study evaluates a gender-sensitive peer education program emphasizing male responsibility for decreasing rape developed through a long-standing agency and school collaborative. Sessions were led by trained male and female high school leaders. Repeated surveying revealed that at posttest and three-month follow-up, the program decreased rape-tolerant attitudes among both male and female high school students. A social cognitive learning model--comprising connection to the school, similarity to peer educators, and evaluation of the presentation--predicted posttest and follow-up scores. Students who were strongly connected, similar to a peer, and interested in the presentation showed the greatest improvement. These findings indicate that increasing school belonging, including peer educators from a wide range of social circles, and adding more interesting program components may increase the effectiveness of future prevention programs.