Drug education has received much criticism within the past decade. Some of this critical attention has been directed to indirect negative consequences, for example, the raising of parents’ anxiety or the occurrence of “false flashbacks.” [1,2] More damaging is the possibility that drug education has produced effects counter to those intended—increasing drug use or pro-drug attitudes. Such an indictment has been suggested by both lay and professional people. The present paper will examine the research evidence associated with the contention that drug education is counterproductive.