Schools make a difference in the health of children 1. “Purposeful interventions using the school as the delivery system can influence short-term and long-term health status as well as improve educational achievement” 2. Based on the idea that health is a prerequisite for learning, the Comprehensive School Health (CSH) model recommends that all students receive health education to successfully develop the knowledge, skills, behaviours, and attitudes for healthy decision-making 3 4. However, in order to influence students to maintain and improve their own health, teachers must be well-prepared and have the capacity and “competency to apply [health] information and services in ways that enable K-12 students to learn health concepts and skills” 5. Teachers' feelings of preparedness to teach a CSH education curriculum have not been addressed adequately 6. Examining teachers' self-perceptions is important given that health education is often taught by classroom teachers rather than health education specialists 6. The Faculty of Education and the Faculty of Health Sciences at Simon Fraser University developed a 69 question self-assessment survey to examine self-perceived teacher preparedness for health education instruction and to determine which teacher characteristics are associated with high and low levels of preparedness. This survey was distributed to preservice and practicing teachers. The survey included 4 questions on demographics, 13 questions on education and employment, 12 questions on health training and certification, 10 questions for practicing teachers on health education at their school, 4 questions on health education aptitude, 13 questions on teaching strategies and 11 questions on attitude and beliefs regarding health education. One open-ended question was included at the end to provide participants an opportunity to add any additional comments about health education. Degree of preparedness was measured using questions based on the 2001 Standards for Health Education Programs developed by the American Alliance for Health, Physical Education, Recreation and Dance and the American Association for Health Education 7. American competencies were used in this study due to the lack of health education certification and thus, the absence of established competency standards for health educators in Canada. The results obtained have implications for addressing health education within our teacher training programs and developing on-going professional development initiatives in this field. Keyword(s): curriculum, health education K-12, professional preparation