Diabetic patients are prone to complications and need foot care education. The purposes of this study were to (1) examine the effectiveness of instruction on knowledge of foot care in diabetics, and practice of foot care in diabetics, and (2) examine the relationship between health promoting behaviors and foot care practices. The theoretical framework for this study was Nola Pender's Health Promotion Model. The sample for the study consisted of 69 individuals, ages 18 and older with diabetes mellitus (Type I or Type II).Control and experimental groups completed a demographic sheet and Pender's Health Promoting Lifestyle Profile. The control group received the traditional intervention of a written handout (Novo Nordisk Pharmaceuticals, Inc.) and a packet including an emery board, moisturizing lotion, and a hand-held mirror. The experimental group received a specialized nursing intervention of one-on-one instruction along with a written handout, and a packet including an emery board, moisturizing lotion, and a handheld mirror. Both groups were informed of a $10.00 stipend obtainable and paid by the researcher, for those who completed the study. Two weeks following the office visit, both groups received by mail: a follow-up letter, post-tests on knowledge (Knowledge Questionnaire) and practice (Practice Profile), and a stamped return envelope.There was a significant difference between the control group and the experimental group in knowledge of foot care. There was no significant difference between the control group and the experimental group in practices of foot care. There was a significant, positive correlation (r=.306, p=.012) between the practices of health promoting behaviors and foot care practices. Also, educational level was positively correlated (r=.432, p=.001) with knowledge of foot care.Several studies have been done on diabetic foot care instruction but few have been done to compare different methods of instruction with foot care knowledge and practice. One-on-one education provides an opportunity for the learner to play an active role in the discussion of alternative methods of foot care while allowing for immediate feedback from the nurse educator. Packets that include a well-written instruction sheet and foot care items for patient use can be helpful when educating patients about foot care. / School of Physical Education