This study explored the curricular contexts effective at reducing high-risk drinking behaviors among 206 first-year undergraduate students. Results showed that infusing alcohol prevention messages into curricular content presented to first-year students who lived and studied together may have helped curb their high-risk drinking behaviors. This research suggests that participation in living-learning communities with curricula designed to teach students about high-risk drinking can influence the degree to which students report engaging in such drinking behaviors and serves as an important reminder of how students can benefit from a strong, reciprocal relationship between academics, practitioners, and institutional researchers interested in college impact. (Contains 4 notes, 5 tables, and 1 figure.)