The purpose of this exploratory qualitative study was to explore the impacts security training experts believe implementing a mandatory gamified security awareness training curriculum in public middle schools will have on the long-term security behavior of students in Texas. My study addressed whether security training for teenagers will solve the security risks resulting from the ineffectiveness of current training programs to produce lasting behavioral changes in adults. The qualitative study involved semi-structured interviews with professional cyber security trainers that have experience teaching security to middle school-aged children. My qualitative exploratory approach used this information to build a theory addressing the effectiveness of implementing a gamified security training curriculum for middle school children. The literature review used the Colorado Tech University library to identify past research on the effectiveness of security training programs, behavioral development, and habit theory as they relate to security training, the need for security training in secondary schools, and the effectiveness of gamification for teaching security awareness to middle school children. Data collected from the interviews focused on the themes of student's responsiveness to training, teacher's comfort teaching training, and the development of an effective curriculum. Based upon the data, my findings suggest that a mandatory security awareness curriculum will effectively change Texas middle school students' behaviors and that teachers possess the skills and time to implement the curriculum into existing school activities. [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.]