Paraprofessionals are a primary resource in special education. National data show that the number of individuals serving in the paraprofessional role continues to increase across the United States, alongside the complexity of the role itself. Educational entities have provided guidance on the competencies paraprofessionals should obtain prior to serving in their role; however, available professional development fails to align with this guidance. Research shows that paraprofessionals lack role clarity, feel ineffective, are undervalued, and are emotionally exhausted by their work. Moreover, studies show that their performance in their role and perception of their work are heavily impacted by inadequate training and limited supervision. To address these limitations, the current study evaluated the Classroom Well-Being Information and Strategies for Educators (Classroom WISE) modules developed by the Mental Health Technology Transfer Center Network (MHTTC) and the National Center for School Mental Health (NCSMH) and its impact on paraprofessional awareness and knowledge of concepts and strategies to support student mental health. Classroom WISE is a free, three-part mental health literacy training package that includes an online course, video library, and resource collection. Study participants completed a pre-survey and six module quizzes comprised of Likert scale items, multiple-choice questions, and open-ended questions. These items, adopted from MHTTC and NCSMH, assessed content knowledge, comprehension of the module content, perception of importance and preparedness of skill targets, and participants' overall perception of the Classroom WISE modules. Quantitative data analysis and qualitative coding were utilized to evaluate outcomes. The findings include endorsement of the Classroom WISE modules by participants, increased knowledge of relevant concepts and strategies that can be used within the classroom environment, enhanced understanding of students, and relevant self-reflection of educators. The Classroom WISE modules proved to be an effective and efficient way to enhance the evidence-based training available to educators. Including these modules in training pathways for paraprofessionals can promote a greater understanding of how to respond to and support student needs in their classrooms. [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.]