This paper summarizes and assesses studies published over the past two decades describing the effects of health education on the prevention of childhood injuries. The definition of health education here includes patient education as well as aspects of legislation and regulation. A critical distinction is made between studies that use reported changes in behavior or knowledge as end points, and those that use either observed changes in behavior or an actual reduction in injuries. The results of the former often appear encouraging while those in the latter category are less convincing. In general, it appears programs based on social learning principles are more successful than those relying on traditional approaches. Overall, the most successful are programs that combine education with legislative change or modifications in regulations. The policy implication of these findings is that heavy investments in health education of a traditional kind, if used in isolation, will have only limited success. Instead, strategies that use health education along with other preventive strategies are most likely to achieve the goal of reducing the frequency or severity of nonintentional injuries to children.