Mental health plays an integral role in an individual's long term development and functioning from childhood through adulthood (Department of Health and Human Services, 2017). Research indicates that school-based interventions aimed at targeting mental health issues are associated with positive academic and psychological outcomes (Levitt et al., 2007; Williford & Mendenhall, 2007). Research examining the role that teachers play in supporting students' mental health needs highlights that teachers maintain a unique position to implement classwide behavioral interventions which can mitigate the effects of mental health issues within the classroom. In addition, teachers act as a referral source to help students access mental health services in or outside of school. However, the literature regarding access to mental health services and teacher perceptions in regard to their role in supporting students is limited within the Orthodox Jewish private schools. This study was meant to fill this gap in the research. This study examined, in a sample of teachers (N = 71) working in private Orthodox Jewish schools, their perceptions regarding their role, level of burden, and perceived efficacy related to identifying, supporting, and referring students for mental health services. In addition, this study examined mental health services available within the Orthodox schools as well as the barriers preventing students from receiving these services. It was predicted that degree and level of training would predict teacher self-efficacy in supporting the mental health needs of their students and that reported self-efficacy would correlated with reported levels of burden in supporting student mental health in the classroom. Teachers completed anonymous surveys online about their perceptions in the aforementioned areas. Surveys were gathered through the use of snowball sampling. Results of multiple regression analysis revealed that teacher training was a significant predictor of teacher self-efficacy in supporting the mental health needs of their students, when controlling for years of teaching experience (adj. R2 = 0.16; F(1,68) = 4.67; p = 0.004). However, teacher degree was not a predictor of teacher reported levels of self-efficacy (p =0.057). Results from Spearman correlation tests found teacher reported level of burden and reported levels of self-efficacy were significantly correlated (p = 0.008). Findings from the current study suggest that school psychologists can play an integral role in assisting teachers with further training and supports in regard to student mental health which can help teachers feel more efficacious within their role. Future research can also target how Orthodox Jewish schools can work with their resources to support student mental health and reduce the stigma that currently exists as a significant barrier to treatment. [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.]