Issues facing educators today include drug traffic and abuse, crime and delinquency, gangs, weapons, violence, vandalism, schoolyard bullying, and crisis management. Teachers and administrators require special skills to cope with potentially explosive situations and violent students, yet training in those skills is not being received in university teacher preparation programs. This paper reports on the "School Safety Leadership Curriculum," a model for the development of a school violence prevention curriculum to be used at the Graduate School of Education and Psychology, Pepperdine University (California). The model focuses on knowledge and skills needed to foster and maintain a safe, secure, and welcoming school climate. Designed to be presented in an applied, hands-on, interactive mode, the model contains lesson plans with lecture notes, bibliographies, and supporting instructional materials. The model curriculum is organized into the following instructional modules: (1) peer aggression and self esteem; (2) gangs and youth violence; (3) preparing for the unexpected; (4) balancing student rights and responsibilities; and (5) making every campus safe. After the completion of field testing at Pepperdine and in selected public schools, the curriculum will be available to colleges and universities through the National School Safety Center at Pepperdine University. (LL)