College students' alcohol use has been a cause for concern for a number of years. The present study evaluated the relative effectiveness of two brief interventions (a brief personalized feedback and a motivational intervention) and their combination, aimed at reducing alcohol consumption among heavy-drinking students. The first intervention delivered personalized feedback about students' alcohol use and other alcohol-related information. The other one delivered motivational intervention based on systematic motivational counseling. It was hypothesized that these two interventions would be more effective compared to minimal intervention (control) and equally reduce alcohol consumption. It was further hypothesized that the combination would be comparatively more effective than individual interventions. The study began with a large-scale, screening survey of students' alcohol use. Questionnaire adapted from Youth Risk Behavior Survey was used not only to screen alcohol use but also to assess other alcohol-associated risk behaviours. The survey first identified heavy-drinking students, who then completed a baseline assessment comprising questionnaire measures related to alcohol consumption, motives of drinking, motivation structure, positive and negative affect, and alcohol-related problems. Following the baseline assessment, the heavy-drinking students (n= 123) were randomly assigned to either one of four groups; brief personalized feedback, motivational intervention, the combination of the two, or a minimal-intervention control group. Students (n= 115) in all four groups were followed-up 8-12 weeks after the interventions had been delivered. The results showed a trend towards reduction in alcohol consumption and alcohol-related consequences. However, there were no significant group differences. The study also conducted a psychometric evaluation of five-factor Modified Drinking Motives Questionnaire –Revised. Although no conclusive proof of model fit was obtained, the study found a clear distinction between coping-with-anxiety and coping-with-depression motives. Therefore, it was concluded that the findings of the present study have important implications for future brief interventions among students.