Noting that early childhood education is one tool for violence prevention, this study examined the effectiveness of a preschool violence prevention program in influencing the knowledge and attitudes of Head Start teachers in a rural, heavily Hispanic, southern Texas community. Head Start teachers were nonrandomly assigned to a control group, a Long Intervention group, or a Brief Intervention group. The Long Intervention group received a 6-hour training session conducted over one day. The Brief Intervention group received two 3-hour training sessions held 2 months apart. Training in the two intervention groups was identical and included training in the following areas: effects of violence over the lifespan, teaching young children to resolve conflict peacefully, handling teacher-parent conflicts, using positive discipline, and commitment to change. Data were collected on teachers' knowledge regarding violence prevention and attitudes related to violence prevention competency, violence prevention attributes, role efficacy, and remediation competency. Eighty-four teachers completed both pre- and posttests. The results indicated that knowledge and attitudes were influenced by the training and by having had prior exposure to violence. Posttest scores in remediation competence and violence prevention attributes improved over pretest scores, with the increase greater for those in the Brief Intervention group than in other groups. Knowledge score increases were greatest for those in the Long Intervention group and for those who had previous experience with violence. Higher final knowledge scores were associated with higher final remediation competence scores. (Author/KB)