Little is known about the relationship between real and perceived water competence among youth in the context of drowning prevention or of their perceptions of their risk of drowning. This study reports the findings of an international project entitled Can You Swim? Collegiate physical education students (n = 373) were assessed in a two-part study using an initial questionnaire survey to provide self-estimates of water competency and risk perception, followed by six practical tests in the water. Correlation coefficients between perceived and real swimming (r s = 0.369) and floating (r s = 0.583) skills were significant but only moderate in strength. No significant gender differences in real or perceived water competency were found. Significantly more males than females estimated lower risk of drowning associated with a series of aquatic scenarios (p = 0.016). The implications of these findings on drowning prevention and the need for further investigation are discussed.While the role of swimming proficiency in drowning prevention may appear axiomatic, its protective capacity is not well understood. Brenner, Saluja, and Smith (2003) have argued that increased swimming competency is almost certain to be protective in a drowning situation and, if so, then differences in swimming competency may help explain why some are at greater risk of drowning than others. The relationship between swimming competency, swimming lessons, and the risk of drowning for young children has been the subject of some inquiry (Brenner, Moran, Stallman, Gilchrist, & McVan, 2006), but little is known about this relationship with respect to young adults, one of the most at-risk groups of drowning in most developed countries.A systematic, large-scale review of childhood and youth drowning noted that even though studies have shown that swimming lessons improved the ability to dive,

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