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This study surveyed 31 professional educators who have taken a peace education course to see what factors influence their use of skills and knowledge acquired in this class. The main hypothesis of this study is that theoretical knowledge is not enough to motivate teachers to become peace educators. Respondents indicated that knowledge of subject matter was important but not as important as feelings of urgency about violence. Religious faith, past peace education success, and school climate helped peace education efforts. Responses to a questionnaire used in this study indicate the wide variety of approaches to peace education: (1) 58% were dealing with diversity; (2) 54% were teaching about peace; (3) 50% were helping their students cope with violence; (4) 35% were advocating violence prevention; and (5) 23% were working with a peer mediation program. Contains 7 tables and 31 references. (Author/LB)