The author of this article reviews several theoretical bases for substance abuse prevention, including Behavioral Intention Theory and Social Learning Theory. She also reviews several research findings both from her own research and others which are relevant to these theories. Whatever conceptual schemes are selected to guide children's health promotion programs, she concludes, cognitive development should be considered prior to design, implementation, evaluation, and interpretation of effects. Health education programs produced by adults unaware of children's developmental stages, and administered to large groups of children at various stages, may be a waste of resources or even counter productive.