Teachers in many schools have only recently gained a new role to fulfil as mandatory reporters of child sexual abuse. However, little is known, and little literature has been found, on the preparation they receive, as student-teachers, for this significant role. This study examines a final-semester cohort of 81 Bachelor of Education (Primary School) student-teachers in Queensland, Australia, by questionnaire, on their knowledge and understandings of child sexual abuse and its mandatory reporting. Using quantitative and qualitative data, the results show that while these student-teachers have a substantial awareness of the role's importance, without gender or age differences, they are suffering a crucial lack of confidence in their ability to identify child sexual abuse, and also in their ability to respond appropriately to suspicions of it. This evidence may be useful to inform the development of more appropriate and effective pre-service education programmes, and departmental policy to ensure that teachers entering the profession are better prepared to deal with it. Thus, this study accords with a variety of imperatives in national and international government-sponsored research, policy and practices which are focussing on this timely, ubiquitous and costly issue, in addressing enhanced pre-service teacher preparation to respond more effectively to child sexual abuse and its mandatory reporting.