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We examined long-term knowledge retention following a psychoeducational intervention. &lt;i&gt;Methods:&lt;\/i&gt; 47 progressive renal failure patients completed the Kidney Disease Questionnaire at baseline and 18, 30, 42, and 54\u00a0months after initiating renal replacement therapy (RRT; the \u2018longitudinal\u2019 sample). A larger cohort provided data at one or more of these points (n = 132, 117, 101, and 70 at 18, 30, 42, and 54\u00a0months, respectively; the \u2018cross-sectional\u2019 sample). &lt;i&gt;Results:&lt;\/i&gt; Initial knowledge gains among psychoeducation recipients were followed by a significant knowledge advantage for three groups throughout follow-up. Patients who received predialysis psychoeducation either before or after starting dialysis demonstrated superior Kidney Disease Questionnaire scores as compared with those identified before the initiation of RRT who received the usual standard of practice. Patients identified after the initiation of RRT and who received standard education, however, demonstrated the same level of knowledge retention as produced by psychoeducation. 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