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ABSTRACT Background: Alcohol abuse is a major public health concern affecting individuals, families, communities, and healthcare systems worldwide. Harmful alcohol consumption is associated with numerous physical, psychological, social, and economic consequences, including liver disease, cardiovascular disorders, cancers, injuries, mental health problems, interpersonal difficulties, poor academic and occupational performance, and alcohol dependence. Aim: To evaluate the effectiveness of a structured teaching programme on knowledge regarding alcohol abuse relapse prevention strategies for maintaining sobriety among first-year B.Sc. Nursing students. Methods and Materials: A quantitative research approach with a pre-experimental, one-group pre-test and post-test design was used. The study was conducted at a selected college in Indore. Using a non-probability purposive sampling technique, 94 first-year B.Sc. Nursing students were selected. A self-structured questionnaire was used to assess demographic characteristics and knowledge regarding alcohol abuse relapse prevention strategies for maintaining sobriety. The pre-test knowledge assessment was conducted on Day 1, followed by the administration of a structured teaching programme on alcohol abuse relapse prevention strategies for maintaining sobriety. A post-test was conducted on the seventh day after the intervention. Data were analysed using descriptive and inferential statistics. Results: In the pre-test, the majority of students had poor knowledge. Of the 94 students, 68 (72.34%) had poor knowledge scores, 11 (11.70%) had average knowledge, 10 (10.64%) had good knowledge, and only 5 (5.32%) had excellent knowledge. A marked improvement in knowledge was observed in the post-test. None of the students (0%) remained in the poor knowledge category. Only 3 (3.19%) students had average knowledge, while 18 (19.15%) had good knowledge and 73 (77.66%) achieved excellent knowledge. The mean pre-test knowledge score was 12.01, which increased to 32.74 in the post-test, with a mean difference of 20.73. The paired t-test showed a calculated t value of -27.55 with 93 degrees of freedom, which was statistically significant at the 0.05 level of significance. The intervention was effective in improving the students' knowledge; hence, the research hypothesis (H?) was accepted. A statistically significant association was found between pre-test knowledge scores and age, religion, number of family members, parents' educational status, parents' occupation, monthly family income, source of information regarding alcohol abuse, and participation in an educational programme on alcohol abuse prevention at the 0.05 level of significance. Conclusion: The findings of the study revealed that the structured teaching programme on alcohol abuse relapse prevention strategies for maintaining sobriety was effective in improving the knowledge of first-year B.Sc. Nursing students.