To assess possible moderating variables that influence the effectiveness of a college-based mental health literacy curriculum, . Students at a Western University in the United States (MHAA treatment group: = 474; Comparison group: = 575). Using a non-randomized, quasi-experimental design over six semesters (2017-2019), students in the treatment and control groups reported on key demographic factors, experiences with mental health, and their knowledge, self-efficacy, and behaviors related to mental health literacy in a pretest/post-test format. Linear mixed effects models were used to assess moderation. MHAA curriculum's efficacy varied based on participants' current depression and anxiety levels, whether they had prior personal experience with a mental health concern, whether they had been diagnosed with a mental health concern, and whether they had experienced suicidal thoughts. Reducing anxiety and depression among students may increase the efficacy of the MHAA program.
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