Background: Vaping among American secondary students is increasing. School-based health education is well positioned to deliver messaging about the dangers of vaping and to develop refusal skills. CATCH My Breath (CMB) is an evidence-based vaping prevention curriculum that provides resources to create and sustain healthy behaviors. Given inherent challenges during the induction stage of career socialization, pre-service and beginning health and physical educators may experience heightened teaching efficacy by delivering prepackaged curriculum. Purpose: Investigate health and physical education pre-service teachers' perceptions of and experiences with implementing the CMB curriculum. Method: Basic qualitative research design was utilized to determine perceptions of 12 pre-service teachers from two teacher education programs in the eastern United States. Pre-service teachers completed semi-structured focus group interviews. Results: Themes emerged from a detailed analysis: (a) mastery experiences, (b) support, (c) resources, (d) health education impact, (e) collaborate and lead, and (f) challenges. Discussion: By implementing the curriculum, participants gained teaching efficacy and reported likelihood for future selection of prepackaged units. Translation to Health Education Practice: Implementing evidence-based prepackaged curricula into PETE/HETE programs aligned with teacher education standards supports collaboration and reflection within the student teaching triad which may increase teaching efficacy of pre-service teachers.