Teachers typically do not enter the profession with an inkling that they will become involved in recurring conflict. In fact, Collinson and Cook (2007) suggested that teachers often prefer working alone and in their own classroom, at least in part because they are often conflict-avoidant. Whereas schools were comparably conflict-free 30 years ago (Fullan, 2014; Goodwin, 2015; Hughes & Davidson, 2020; and Mercer, 2016), the current reality is far different. Administrators and teachers right along with them should expect conflict to increase in complexity and intensity throughout their careers (Hughes, 2014; Hughes, 2019; Miller, 2018). As schools increasingly come to rely on teaching staff for greater involvement in school operations and increased participation with organizational change, having a teaching staff that is ill-equipped but regularly faced with conflict is concerning on many levels. The purpose of this study was to interview novice and mid-career teachers and document their perceptions concerning their challenges, their training, and the need for teachers to be better prepared to negotiate situational conflicts with other adults in their professional capacities. Findings from teacher interviews confirmed collective awareness of their struggles with conflict resolution and a very clear absence of beneficial training in this area. These findings were examined in conjunction with relevant literature, and recommendations concerning the best available options for capacity building across staff members are offered. [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.]