Teachers carry out a variety of responsibilities in comprehensive school health, including health instruction and identification of students who may be experiencing health problems. Teacher education is considered a major factor in the effective implementation of comprehensive school health. A study was conducted, therefore, to investigate preservice teachers' opinions regarding the need for preparation in health education and the desired characteristics of such training. The study also explored whether prospective teachers' ideas about preservice health education were related to the grade level they expected to teach or their prior school experiences. Study participants included 110 California teacher credential candidates who rated the importance of 55 school health topics in preservice teacher training, grouped into 5 general categories: (1) health content; (2) promoting wellness; (3) teaching strategies; (4) identifying and managing student health problems; and (5) healthy school environment. Results indicated that 53 of the 55 topics were judged "important" or "essential" to preservice training. Prospective elementary/middle school teachers rated training in health content knowledge, teaching strategies, and identifying and managing student health problems significantly more important to their preparation than did prospective high school teachers; no significant differences were found between the two groups in the perceived importance of promoting wellness and healthy school environment. Study results indicated that credential candidates believe training in health education at the preservice level can help prepare them to assume more health-related responsibilities such as HIV/AIDS instruction, violence prevention, and conflict resolution. A table provides a list of topics that are included in the five areas of comprehensive health education. (ND)