The present study explored the perceptions of high school teachers training regarding conflict and violence in school. Data collection and analysis included individual audio-recorded interviews with 12 teachers and two assistant administrators as well as a follow-up focus group. Results indicated that participants' pre-service teacher-education programs did not address conflict resolution and violence prevention within school-based environments, nor did they address any student health-related antecedents that lead to or describe conflict and violence in school. More specifically, participants' training did not address bullying, cyber bullying, teenage dating violence, teenage substance abuse, teenage depression, or suicidal thoughts. The participants indicated a desire for training that addresses these issues, including training regarding educational law. Informed by the results of the present study, I suggest a need for formal education at the pre-service level of teacher education regarding the antecedents to conflict and violence first, followed by relevant in-service training for current educators that also address these issues.