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Youth bullying is a significant concern in the USA, particularly for youth with disabilities. This pilot study explores outcome data related to the DIsability Anti-BuLlying (DIAL) training program for general and special education teachers to prevent bullying generally with a particular focus on youth with disabilities. Six schools were randomly assignedto receive the DIAL intervention or delayed (control) intervention. All teachers (n= 65) responded to a self-report survey before and after module completion. Teachers completed measures on their teaching efficacy, interactions with students, and attitudes toward bullying and completed reports of social cognition, anxiety, and bullying for their K-5 students (n= 472). Teachers (n= 36) enrolled in the three intervention schools completed four online modules focused on improving attitudes, efficacy, and skills to prevent bullying/victimization for K-5 students with and without disabilities. Results indicated teachers who received the DIAL program reported higher levels of self-efficacy and lower levels of maladaptive attitudes toward bullying.