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Introduction: Urinary tract infection (UTI) is one of the most common bacterial infections affecting individuals worldwide, particularly females. Lack of awareness regarding personal hygiene, adequate fluid intake, and preventive practices increases the risk of UTI among young adults and college students. Educational interventions play an important role in improving knowledge and promoting preventive health behaviors among students. Statement of the Study: "A Study to Assess the Effectiveness of Structured Teaching Programme on Knowledge Regarding Urinary Tract Infection and its Preventive Measures among college students of selected colleges of Mehsana district, Gujarat". The present study was conducted to assess the effectiveness of a structured teaching programme on knowledge regarding urinary tract infection and its preventive measures among college students of selected colleges of Mehsana district, Gujarat. Objectives: The objectives of the study were: to assess the knowledge regarding preventive measures of urinary tract infection among selected college students; to assess the effectiveness of the structured teaching programme on knowledge regarding urinary tract infection and its preventive measures; and to find out the association between pre-test knowledge scores and selected demographic variables. Research Approach and Design: A quantitative evaluative research approach was adopted for the study. The research design used was a pre-experimental one-group pre-test post-test design. The study was conducted at Shri Sarvajanik Commerce College, Mehsana, Gujarat. Participants: A total of 60 female college students aged 17-22 years were selected using a non-probability purposive sampling technique. Data were collected using a structured knowledge questionnaire consisting of demographic variables and questions related to urinary tract infection and its preventive measures. Tools: The reliability of the tool was established by the test-retest method, and the reliability coefficient was found to be r = 0.82, indicating good reliability. The structured teaching programme was administered using lectures, PowerPoint presentation, pamphlets, flashcards, and interactive discussion methods. The duration of the teaching session was 60 minutes. A post-test was conducted after seven days using the same questionnaire to evaluate the effectiveness of the intervention. Result: The findings of the study revealed that before the intervention, 53.33% of participants had poor knowledge and 46.67% had average knowledge regarding urinary tract infection and its preventive measures, whereas none of the participants had good knowledge. After the structured teaching programme, there was a remarkable improvement in knowledge levels, with 50% of participants having average knowledge and 30% achieving good knowledge scores. The mean pre-test knowledge score was 8.47 with a standard deviation of 2.35, whereas the mean post-test knowledge score increased to 18.77 with a standard deviation of 2.80. The calculated paired 't' value was 26.50, which was statistically significant at p < 0.05 level, indicating that the structured teaching programme was highly effective in improving the knowledge of college students regarding urinary tract infection and its preventive measures. Hence, the null hypothesis (H?) was accepted and the research hypothesis (H?) was rejected. Conclusion: The study concluded that the structured teaching programme was highly effective in improving knowledge regarding urinary tract infection and its preventive measures among college students.