The authors evaluated outcomes and implementation processes of teacher training in the Life Skills Training (LST) program in Israel. LST, an education program that teachers administer to students, focuses on life skills in 4 major areas: (a) identity development or purpose in life, (b) problem solving or decision making, (c) interpersonal relationships, and (d) physical health maintenance. Training teachers in the program usually is performed in a group format within the school faculty. On the basis of the rationale that group training affects relationships, the authors hypothesized that such training would lead to improved perceptions of the work environment and higher levels of self-efficacy for teachers. Participants included 3 groups of teachers (N = 214): (a) teachers who did not receive training, (b) teachers in their 1st year of training, and (c) teachers in their 2nd year of training. Results indicated that teachers with 2 years of training had significantly higher scores on work environment and self-efficacy measures than did teachers with less training. The discussion highlights the need for educators to allow enough time for training teachers in the program.Key words: faculty training, life skills, teacher development