Materials and Methods: A total of 122 women aged between 30 and 45 were selected to take part in this quasi-experimental study. The samples were split into experimental and control groups using the block randomization method (block size of 4). The educational program, based on Pender?s model, was performed weekly. Pender?s questionnaire on preventive behaviors of osteoporosis was filled out before and two months after interventions by both groups. SPSS software version 18.0 was used for data analysis.

Results: In terms of qualitative and quantitative data (demographic characteristics), there was no meaningful difference between the two groups (P > 0.05). The mean difference (MD) in the score of the perceived benefits and barriers, perceived self-efficacy, programming, competing demand, and their commitment to a plan of actions increased in the experimental group after the intervention (P < 0.001). However, there was no significant increase in the mean score of social support in the experimental group after the intervention (P > 0.05).

Conclusions: It can be assumed that teaching preventive behaviors of osteoporosis through Pender?s health promotion model was effective. Considering the findings, it is obvious that continuing this program can maintain and consolidate the changes which have been made in behaviors.