The majority of school-age children with or displaying characteristics of a mental health disorder do not independently seek help, often go undiagnosed or undetected, and fail to receive treatment or intervention leaving them susceptible to and at risk for poor school and life outcomes. In response to these concerns and in an effort to improve the proactive identification of students in need of or requiring support, schools have been encouraged to implement preventative practices, such as the conducting of universal mental health screening (UMHS). Despite the documented benefits of UMHS and implications of conducting UMHS in readily pairing at-risk students with appropriate treatment, intervention, or services, the majority of schools, historically, have not engaged in UMHS instead opting for more reactive approaches to dealing with student mental health needs. Principals are key stakeholders in determining whether preventative practices, like the conducting of UMHS, are implemented, and they may serve as a barrier to school mental health service expansion and provision. In response to recently published survey data where the majority principals, on average, reported no or slight knowledge about UMHS but moderate or extreme levels of interest in their school beginning to conduct UMHS, the current paper primarily sought to (a) improve principal knowledge about UMHS, (b) equip principals with resources about UMHS, and (c) review important considerations in UMHS implementation. Increasing principal awareness of, exposure to, and knowledge about UMHS may assist in narrowing the research to practice gap that presently exists.