The purpose of this study was to assess the impact of a content-based workshop on public school special education team members knowledge and perceptions towards the identification of students with mental health challenges. Participants were professional public school employees from a public school district in southeastern Massachusetts. Participants worked in grades 1-12 who participate on the special education evaluation team as part of their job description. A 90-minute content based workshop was delivered as intervention and data was collected using pre-tests and post-tests designed to measure changes in participants knowledge of the content. Additional qualitative questions were provided at the completion of the workshop in order to measure changes in perceptions and attitudes of the participants. Data was gathered through in-person completion of all measures. The results of this study indicate that there was a significant increase in participants' content related knowledge of school-aged mental health and how to identify those challenges within students following their participation in the workshop. Participants were able to display an increase in their understanding of childhood mental health challenges, best practices in the assessment of those challenges, and how to manage common road blocks in identifying students in need of services. Participants also displayed a desire to continue to develop their knowledge of how to assess and support mental health challenges in schools. [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.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]