Research Findings: The interview responses of 4 teachers who participated in a community-based intervention for violence prevention were examined to understand the impact of the intervention on teacher development. Transcripts of teacher interviews before and after the intervention were analyzed using interpretative phenomenological analysis. Themes of empowerment emerged in teachers' discussions of children's peer conflict. Two follow-up chi-square analyses were conducted to establish quantitative support for changes in teacher empowerment in this community. Changes in teachers' differential use of positive and negative emotion statements and volitional cognitive statements in interviews before and after the intervention were examined. Practice or Policy: Findings supportive of changes in teacher empowerment included teachers' increased use of language suggestive of choice (e.g., want) and decreased use of language suggestive of obligation (e.g., need) and negative emotion (e.g., angry, sad) following the intervention. (Contains 6 tables.)