Schools are increasingly responsible for providing mental health support to students. These include universal, or school wide approaches such as positive behavioral intervention supports (PBIS), and/or social emotional learning. While teachers play a vital role, there is scant literature addressing secondary teachers' perceived ability in supporting mental health. Therefore, this quantitative study analyzed survey data through a logistic and a linear regression to determine if teachers believe they have a role in supporting student mental health, if teacher confidence varies by urban, rural, and suburban schools, and what factors influence teacher confidence in supporting student mental health. The findings of the study reveal teachers do believe they have a role in supporting student mental health, and that teacher confidence is related to the frequency and familiarity they have with school-based mental health professionals.