A quasi-experimental study was conducted in P.G. College of nursing C.H.R.I, Gwalior (M.P.) to assess the knowledge and knowledge of practice of B.Sc. Nursing second year students regarding BLS. Convenient sampling technique was used to allocate the study subjects. The study was conducted on 60 Bsc nursing second year students. Conceptual framework for the study was adopted from Ludwig Von Bertalanffy (1968) who has given general system model. P.G. College of nursing C.H.R.I, Gwalior (M.P.) was selected for study. Quasi-experimental research design was adopted. Structured questionnaire developed to assess the knowledge and knowledge of practice of B.Sc. Nursing second year students regarding BLS. Tool validated by 4 experts in nursing 2 from medical field 1 language expert. Reliability coefficient was calculated by test and retest method. Data collection was done from 1 April to 17 April 2011. Data has been analysed by using both descriptive and inferential statistics. Descriptive statistics, calculation of percentage, mean, median, standard deviation and inferential statistics-Pearson’s chi square test, t-test, was used. After implementation of planned teaching programme knowledge in experimental group students scored up to 79.175% where as in control group scored 60.33% regarding BLS. After implementation of planned teaching programme regarding each aspects of BLS knowledge of practice scored 88.33% by the students in experimental group where as in control group students score without planned teaching programme is only 47.33% regarding BLS. The mean post test knowledge score of the students (31.7), was higher than their mean pre-test knowledge score (24.4). The mean post test knowledge of practice score of the students (8.8), was higher than their mean pre-test knowledge score (3.5). The ‘t’ value is statistically significant at 0.05 level as the calculated value of ‘t’ (10.79 of knowledge and 7.5 of knowledge of practice) is greater than the table value of ‘t’(2.05).The study finding revealed that the planned teaching programme was effective to increase the knowledge and knowledge of practice regarding BLS. Post-test knowledge score and knowledge of practice were statistically highly significant. So the planned teaching programme was effective in increasing knowledge and knowledge of practice regarding BLS.