Dropout rates, acts of aggression, depressed youth, and underachievement are difficulties schools are trying to alleviate (Digest of Educational Statistics, 2002; Reynolds, as cited in Dalley, 1993; Kessler, as cited in Neal, 2003; Poli et al., 2003). Because of these challenges, schools are seeking positive change that can address these issues. Researchers have found that successful solutions to these problems are multi-dimensional and comprehensive in approach (Elias, Zins, Graczyk, & Whispered, 2003; Eisenberg, Neumark-Sztainer & Perry, 2003). Such components as classroom meetings and social skills/problem solving skills training are important contributors to a comprehensive approach (Edwards & Mullis, 2004; Peterson, Pietrzak, & Speaker, 2998; Arriaza, 2004). This qualitative study consisted of 9 educators interviewed for the purpose of gathering their perceptions about the implementation process of Second Step at their 2 schools. Interviews lasted between 45 and 60 minutes each. The results found 8 interacting themes that affect the implementation process. These themes are: rationale, staff training, teacher ownership, teacher characteristics, administrative support, simultaneous changes, staff relationships, and time. Using Chen's conceptual model of the implementation process, these themes fall into 3 domains (Chen, 1998). These domains are: Implementation System, Characteristics of the Implementer, and Setting Characteristics. In general, I found that in order to increase one's chance of successful implementation of a social skills/violence prevention curriculum, these things need to be considered: (1) timing of the implementation, (2) administrative support available, (3) supportive peer staff training, (4) collaboration between program coordinators, and (5) regularly planned staff bonding activities to encourage trust and cooperation.