The purpose of this study was to compare the impact of two teacher trainings, both focused on identifying student anxiety and implementing empirically supported anxiety reduction strategies in the classroom. A comparison of teachers' satisfaction with their training was examined along with pre-post training changes on measures of teachers' knowledge and use of evidence-based anxiety reduction strategies, perceived confidence in assisting students with anxiety, and teaching self-efficacy. Volunteer elementary teachers in New England USA were randomized to receive either a six-hour interactive training (Teacher Anxiety Program for Elementary Students; TAPES; n = 41) or a three-hour didactic (Teacher Anxiety Training; TAT; n = 37). Fifty-four teachers completed their respective training (mean age 40.9; SD = 10.2; 98% female; 96% White). Results from t-tests indicated that levels of training satisfaction were high and similar across trainings. Mixed-design ANOVA analyses found that teachers receiving both trainings showed significant improvements in teacher knowledge and use of anxiety reduction strategies, confidence, and self-efficacy. Teachers receiving TAPES, compared to TAT, showed greater improvements in their knowledge of anxiety reduction strategies. Findings highlight the need and perceived value of training teachers on topics related to identifying and managing student anxiety.