This mixed methods investigation sought to explore the effectiveness of a stuttering training module with preservice teachers. Stigmatizing attitudes about people who stutter (PWS) have been found not only in society at large, but also in specific groups including teachers. Misinformation about stuttering in educators can render early experiences particularly difficult for elementary school children who stutter. A social model of intervention inspired the current investigation as is reflected in the ICF framework. Teachers in training were chosen because previous studies have shown them to be more malleable to change than veteran teachers. The quantitative research strand of the study involved a comparison of change scores on three subtests of the POSHA-S, a survey instrument that measures beliefs and attitudes toward stuttering, with three intact classes of preservice teachers (n = 34) using parametric (one-way ANOVA) and nonparametric (Kruskal-Wallis test) statistics. Classes were randomly assigned to one of three testing conditions: interactive oral presentation on stuttering, non-interactive oral presentation on stuttering, no presentation (control). The qualitative strand of the study collected, transcribed (verbatim), and analyzed eight semi-structured interviews using applied thematic analysis (Braun & Clark, 2006), a rigorous six-phase cyclical process, with members of both experimental groups and the control group. Member checking was used as a verification strategy. While results of the quantitative phase of the study revealed positive change scores on all three subtests of the POSHA-S for the three participant groups, no statistically significant differences were noted in the change scores between groups. Qualitative data analysis resulted in six themes and four subthemes for the control group and five themes and six subthemes for the experimental groups. Qualitative findings revealed that control group members had gaps in their knowledge of stuttering as well as how to best support children who stutter. Those who received training of either type described various teaching strategies for use in the classroom that were presented in the training module which are widely considered by the literature to be supportive and helpful. Findings were consistent with previous research suggesting a need for greater knowledge about stuttering and interaction strategies with PWS for educators. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]