Gatekeeper training is one of the most commonly employed methods for identifying and intervening with at-risk students (Davidson and Locke, 2010). Within the context of campus suicide prevention, a gatekeeper is broadly defined as any individual who has the potential to come into contact with at-risk students (Davidson and Locke, 2010). Although the philosophy, content, and length vary, the underlying premise of all gatekeeper training programs is that individuals within the community can be trained to recognize suicide warning signs, to question students about thoughts of suicide, and to refer at-risk students to mental health professionals (Tompkins, Witt, and Abraibesh, 2010). In this chapter, the authors review systemic factors that are essential to consider when developing, implementing, and evaluating gatekeeper training. Consistent with recommendations for effective practices, they have structured the essential factors within a strategic thinking and planning model (Davidson and Locke, 2010). Their five-step strategic planning model consists of: assessing campus culture, assessing campus resources, selecting a training program, preparing the campus, and establishing and evaluating programmatic goals. To illustrate this strategic planning model, the authors conclude this chapter with a case example from Purdue University.