Sexual abuse of children in the U.S. is a growing problem, with current estimates of victimization reported to be approximately one in five girls and one in seven boys before they reach 18. Evidence from hundreds of research studies and agency reports suggests that abused children suffer both short- and long-term consequences that negatively impact their physical and emotional health, cognitive abilities and educational attainment, and social and behavioral development. Due to the potential harmful short- and long-term consequences of child sexual abuse, numerous intervention strategies have been proposed and studied. The most effective way to decrease the harmful effects of abuse is through prevention. In addition, early detection of child sexual abuse is critical to the healing process for children and their future well-being. Child sexual abuse (CSA) prevention programs play an important role in the prevention and early detection of child sexual abuse. This study examined CSA prevention programs in Texas private schools. A total of 820 schools were contacted; each school was sent a cover letter, informed consent and survey. Follow-up phone calls and faxes were sent as needed. One hundred seventy two surveys were returned. The results were analyzed by using the SPSS program. Frequencies and percentages were calculated for each survey question. Prevention program components, agencies involved in presenting programs, presenter training, forms of evaluation, and funding issues were assessed. The effects of funding were analyzed by cross-tabulations between amount of funding and length and duration of the prevention program. The majority of schools (129) indicated that they did not have a CSA prevention program, with school size, church affiliation, and familiarity with students and their families as the most frequently stated reasons for not implementing a prevention program. The remaining 43 schools addressed CSA through a formal prevention program or as an awareness program. Funding for prevention programs was limited; and consistent, effective evaluation was minimal. Specific prevention program content is discussed as well as important implications from the research findings. Keyword(s): elementary education, student issues, violence/prevention