Although developmental skills such as of problem solving and conflict resolution continue to show promise in helping to prevent school violence many schools continue to use punishment and exclusion as a primary means of controlling student behavior. This study questioned college of education (COE) faculty perceptions of violence prevention training in improving pre-service teachers' effectiveness in addressing school violence. Purpose: The Health Belief Model was used as a theoretical basis for constructing a 17-item on-line assessment of college of education (COE) faculty. Email addresses were obtained from six different Ohio university websites and used as a potential pool for the assessment. Results: Of 150 survey respondents, females (63%) and those with 10 or more years of college teaching (58%) were of the majority. Unfortunately, respondents did not believe that pre-service teachers are knowledgeable (77%) nor have the skills (79%) necessary to effectively respond to violent incidents. Most believed violence prevention training is an effective strategy for dealing with school violence (84%) and that it should be required (83%) of students enrolled in teacher preparation programs. Conclusion: Although the majority (74%) believed that teacher education faculty should receive some form of violence prevention training in order to effectively prepare pre-service teachers to deal with school violence, only one-third of respondents reported receiving any violence prevention training beyond their own formal years as college students. Behavioral objectives: 1) Participants will develop an understanding of college of education faculty perceptions of violence prevention training needs of pre-service teachers. 2) Participants will explore the violence prevention training needs of teacher education faculty. 3) Participants will reevaluate the potential of higher education institutions to effectively respond to training needs of pre-service teachers.