School-based mental health promotion (SMHP) has the potential to prevent and address student mental health problems. Teachers are often critically involved in delivery of SMHP innovations, and successful implementation of SMHP interventions requires building adequate teacher capacity for innovation delivery. Thus, understanding how to build this capacity through effective professional development (PD) is essential for achieving outcomes. Given resource constraints for schools and teachers, it is important that PD be both effective and efficient. Building on a systematic review of descriptive and empirical literature regarding teacher PD for SMHP, this meta-analysis of 18 studies including 21,418 students examines how attributes of teacher PD relate to student SMHP outcomes. Specifically, the study applies subgroup analysis to examine the effect of including different PD components (e.g., initial training, coaching) on several student outcomes (social and emotional skills, externalizing problems, internalizing problems, and academic performance). Insufficient variability within delivery format (e.g., online, in-person) and wide variability in approach to reporting PD dosage disallowed analysis of the impact of these PD attributes. Results support the positive impact of SMHP on student outcomes including social and emotional skills (g = 0.24) and externalizing problems (g = -0.15). There was not a significant difference in effect size associated with inclusion of different PD components. Implications of study results for future research and effective and efficient SMHP implementation recommendations are discussed. [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.]