samples, blood, chemicals, pharmaceuticals, medical devices, and radioactive materials. Only 20%of this health-care waste produced is hazardous. [1] Not only does improper disposal of biomedical waste such as anatomic waste is an eye sore to the public but it is also a huge public health concern. Gastrointestinal infections of Salmonella, hepatitis A through feces or vomitus, human immunodeficiency virus, and hepatitis B via blood and body fluids, infected sputum samples leading to tuberculosis are only to name a few. Cytotoxic drugs (alkylating agents) are powerful irritants on eyes and skin. Radioactive waste exposure can cause headache, dizziness, vomiting, genotoxicity, and tissue damage. Infected sharps can lead to physical injuries and further spread of bloodborne diseases. [2] Background: The World Health Organization states that only 20% medical waste is hazardous-toxic, infectious, or radioactive. The Gazette of India has specific details about segregation and disposal of biomedical waste. Among the health-care workers, it is the nurses who deal with the patients for most part of their hospital stay and thus are the closest to dealing with most of the biomedical waste generated. Good training in the nursing college days would lead to responsible handling, segregation, and disposal of this waste. This will indeed go a long way in curbing spread of disease and also occupational hazards among the subsequent handlers of this waste. Objective: To assess the knowledge, attitude, and practice toward handling of biomedical waste among nursing students, before and after an educational intervention. Materials and Methods: An interventional study conducted at Government Nursing College, Bengaluru. Among first-, second-, and third-year nursing students, 154 were assessed using an indigenous pretested questionnaire. Data were collected before and after 4 weeks of the intervention. Statistical analysis was carried out as frequency distribution in the form of percentage tables and bar diagrams. Result: Knowledge improved in all years, from 22.3% in first year, 17.5% in second year to 7.8% in third year. Pretest average score was 18.942 and the posttest average score improved to 19.695. There was improvement in practice ranging from 34.7%, 19.7%, to 8.8% in first, second, and third years of nursing, respectively. Conclusion: Knowledge, attitude, and practice have improved postintervention-given in the form of health education.