Abstract
This ethnographic study's intent was to understand and interpret elementary teachers' evolving attitudes, perceptions and practices towards non-violence curriculum, the Second Stepviolence-prevention program, and a project model utilizing consultants to implement instruction. Findings included that the curriculum was not implemented as intended and that there was a wide range of attitudes and practices reflecting difference in knowledge, cultural experience, and acceptance of the program and project. Recommendations for the future use of violence-prevention curricula are presented.
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