Attitude change in women's and gender studies (WGS) students has been a central goal of the WGS movement since its inception. Attitude change theory stresses the crucial roles of prior attitudes and attitude importance in the effectiveness of a persuasive message. This study examined attitude change dynamics in 548 WGS students drawn from 32 United States college campuses. Results provided partial support for the following hypotheses: (a) Students with attitudes discrepant from the WGS message demonstrate more resistance to attitude change when they deem these attitudes to be more important, and (b) WGS class impact is greater among students who rate class-relevant attitudes as more important.