This small-scale research project in England investigates the reasons why mental health training should be incorporated into the curriculum for initial teacher education (ITE). Most mental health problems begin in adolescence, but often remain undetected until adulthood. Early intervention is vital to recovery in the case of serious psychotic disorders and can reduce the long-term impairment and levels of morbidity. School teachers are ideally placed to spot early warning signs. However, UK research suggests that teachers are ill-prepared for this role, are not comfortable using psychiatric language and do not work well with non-teaching support staff in a multi-agency context. The aim of this study is to investigate whether the same is true of students training to teach by studying for a Postgraduate Certificate in Education (PGCE). It also investigates the extent to which PGCE students come across pupils with mental health problems on teaching practice and how effective a one-day training course can be in preparing them for this role. A case-study methodological approach utilised questionnaire surveys, a focus group interview and critical incident reflections. The Kruskal-Wallis test showed significant differences in attitude between PGCE students and more experienced teachers in relation to their Child and Adolescent Mental Health Services role. The findings present strong arguments in favour of incorporating mental health training into the PGCE curriculum in England, which might also be relevant to international practice. (Contains 3 tables.)