This study examined preservice teachers’ perceived self-efficacy in preventing school violence and whether violence prevention training affects their overall confidence in preventing school violence.  During the 1998/1999 academic year, college deans and directors of student field experience offices from six different Ohio universities were asked to participate in the study.  More than 800 undergraduate and graduate students completed the survey.  Results found significant differences in preservice teachers’ perceived self-efficacy in preventing school violence. Violence prevention training, area of certification, and location of student teaching placement influence perceived self-efficacy in preventing school violence.  This study supports the need for increased violence prevention training in teacher education programs at the university level.  In addition, the authors strongly encourage school districts to provide teachers with on-going continuing education regarding violence prevention.