Life Space Crisis Intervention (LSCI) is a competency-based approach to intervening with adolescents, particularly within the schools, who are experiencing emotional pain, psychological distress, or behavioral disruption in their personal lives. LSCI is used to help classroom teachers, guidance counselors, administrators, and other school staff to promote positive development and reduce the likelihood of negative consequences due to poor decision making. The study of LSCI in schools has been limited primarily to its use in special education classrooms by special education teachers. Although the results from these studies were promising, this singular focus on a particular student population has resulted in an inadequate understanding of the true effectiveness of LSCI. Beginning in the academic year 2003-2004, and continuing through the academic year 2005-2006, the authors conducted a study within a rural Pennsylvania school district to examine the effectiveness of LSCI as a crisis intervention strategy for educators throughout the system (cf., Long & Fecser, 2001). The study had three objectives: (1) evaluate the implementation of LSCI among educators; (2) evaluate the outcomes among students; and (3) evaluate the outcomes among educators. Preliminary results from the first year of the study have been previously published in this journal (Forthun et al., 2006). In this article, the authors present the final results for the implementation phase of this study. Suggestions are also offered for using LSCI training to support a safe reclaiming school environment. (Contains 5 tables.)