This study examined preservice teachers' overall self-efficacy, perceptions, and knowledge of their role in meeting the mental health needs of students. A questionnaire including questions about self-efficacy and sense of preparedness related to student mental health was completed by 84 participants at a prominent Midwestern university. Results revealed that overall preservice teachers had moderate self-efficacy and perceptions on being prepared to meet the mental health needs of students. Preservice teachers felt more confident on efficacy in instructional strategies and the schools' role in addressing the mental health needs of students, but were slightly less confident on efficacy in student engagement and having the knowledge and skills required to meet the mental health needs of students. No statistically significant differences between two groups of preservice teachers' participating in an additional course that focused on variables related to mental health versus those who did not take the course were found. Implications of these results for preservice training and in-service consultation are discussed. [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://www.proquest.com/en-US/products/dissertations/individuals.shtml.]