Significance: Evidence indicates high fidelity implementation (i.e., the degree to which a planned program is carried out to its original intent) of school-based prevention programs is related to teacher- and school-specific characteristics (Dane & Schneider, 1998; Han & Weiss, 2005). Factors specific to teachers (e.g., beliefs and attitudes towards a program, teaching experience) can greatly influence the degree a program is implemented. Perceived administrator and co-worker values, school-specific factors, are suggested to influence implementation and may also be influential in shaping teachers' attitudes and beliefs. The purpose of this investigation was to examine teacher- and school-specific factors related to implementing an elementary school-based prevention program, Positive Action (PA, www.positiveaction.net). Design: PA is a social and character development (SACD) program designed to reduce student negative behaviors (e.g., substance abuse) while enhancing positive behaviors directed at the self (e.g., self-responsibility) and social relationships (e.g., conflict resolution). Data presented are from year 3 of an ongoing evaluation of PA in 10 elementary schools in the Hawai'i school district. Year-end process evaluations were completed by teachers (N = 171). Questions included: attitudes towards PA (ATT, 7 items); beliefs about responsibility of teaching SACD concepts (BEL, 14 items); perceived administrative support (ADM, 12 items); staff shared values (STAFF, 3 items); and teaching experience (number of years taught - YT and years taught at current school - YTS). Implementation was measured by teacher reports of reinforcement of PA concepts (REIN, 6 items); classroom material usage (CL, 3 items); and school wide participation (SC, 3 items) and specified as a second order factor (IMPL). Using structural equation modeling, ADM and STAFF were hypothesized to influence ATT and BEL, which in turn were hypothesized to influence IMPL. Significant β estimates presented (p ≤ .05). Results: Model fit was CFI = .927, TLI = .922 RMSEA = .052. Teacher ATT (.44) and BEL (.39) directly influenced IMPL, and these were in turn shaped by ADM (.33 and .41, respectively). STAFF did not influence teacher ATT or BEL. Conclusion: Administrative support played an important role in promoting a climate that influences teacher attitudes and beliefs. These in turn led to greater levels of implementation. Therefore, if it is not already a component of a SACD program, it may prove fruitful to incorporate leadership and school-wide staff training during the initial phases of program adoption. These may facilitate the ability of administrators to work with their staff in adopting a SACD program.Keyword(s): community-based programs, health promotion, leadership development