Background. Low calcium intake, a risk factor of osteoporosis and subsequent fractures, has been previously reported among postmenopausal
women in Mauritius. Objective. To assess the effectiveness of a theory-based educational intervention in improving
the calcium intake, self-efficacy, and knowledge of older Mauritians. Methodology. The study was conducted as a pre- and post-test
design which was evaluated through a baseline, immediate postintervention, and 2-month follow-up assessments. Participants were
adults (?? = 189) aged =40 years old from 2 urban community-based centres. The intervention group (IG) (?? = 98) participated
in 6 weekly interactive lessons based on the health belief model (HBM). The main outcome measures were calcium intake, HB
scale scores, knowledge scores, and physical activity level (PAL). Anthropometric measurements were also assessed. Results. The
IG significantly increased its baseline calcium intake, knowledge and self-efficacy (?? < 0.001) at post-assessments. A significant
decrease in waist circumference in the IG was noted (?? < 0.05) after intervention. PAL significantly increased by 12.3% at posttest
and by 29.6% at follow-up among intervention adults when compared to the CG (?? < 0.001). Conclusion. A theory-driven
educational intervention is effective in improving the dietary calcium intake, knowledge, self-efficacy, and PAL of older communitybased
Mauritian adults.