The Ohio Commission on Conflict Resolution and Dispute Management has been instrumental in providing conflict resolution training services to school communities and institutions of higher education. The governor of Ohio has continued to fund these efforts as research has shown promise in reducing the incidence of school violence. Purpose: This study examined college of education (COE) faculty perceived benefits and barriers of requiring violence prevention training in teacher preparation programs. Results: Of 150 survey respondents, 20% believed that pre-service teachers would encounter violence on a daily basis. Most believed the violence would likely involve nonphysical forms of aggression (85%). A small percent (15%) believed pre-service teachers are able to detect potentially violent situations among students. Fewer (11%) believed that conflict resolution was used as a means for dealing with school violence. Respondents perceived an increased confidence in their ability to deal with students (85%) as the greatest benefit of violence prevention training for pre-service teachers. Among COE faculty who wanted to train pre-service teachers in violence prevention, being able to provide a framework for dealing with violent situations was the greatest benefit (87%). One-third of respondents reported receiving violence prevention training beyond their formal years of college. Hence, the lack of knowledge and skill was reportedly their greatest barrier (77%) to preparing pre-service teachers in violence prevention. Conclusion: The results imply a desire to better prepare pre-service teachers to address school violence and that these desires are inhibited by a lack of training among COE faculty. Behavioral objectives: 1) Participants will develop an understanding of COE faculty perceived benefits of providing violence prevention training to pre-service teachers. 2) Participants will explore the barriers to including violence prevention in teacher preparation programs. 3) Participants will reevaluate higher education institutions' role in responding to training needs of teacher education faculty.