In the USA, school violence has rapidly increased in recent year (Ricketts, 2007) leading to issues in the climate and environment of schools. According to Espelage et al. (2013) "higher rates of violence directed towards teachers were associated with disorganized school structures, negative school climates, lack of administrative and collegial social supports, and high residential crowding" (p.76). Furthermore, Espelage et al. associated lower rates of violence with "balanced school organizational structures and support systems, clear school disciplinary policies/rules, and positive school relationships". The purpose of this study is to investigate factors in the school environment and Teacher's preparation identified by Espelage et al. that influence school violence against teachers. This research utilizes the 2011-2012 School and Staffing Survey (SASS) to analyze contributing independent variables. Although minimal research is available on this topic, there is evidence that victimization plays a role in recruitment and retention of highly effective teachers (Espelage et al., 2013). Gregory, Cornell, and Fan (2012), noted that a supportive school climate is linked to teacher safety. They also recognize the importance of teachers to feel supported and protected by the administration in order to reduce the personal risk of victimization. When teachers become more fearful in the workplace, they in turn may become less committed to their educational mission which leads to having a negative impact on the overall school climate (Roberts et al., 2007).