Aggression in Kuwaiti schools remains a significant problem for educators. The present study examines the influence of teacher intervention on responses to classroom aggression. A sample of one hundred fifty teachers employed in twenty public schools across six governorates completed measures of teaching characteristics and responded to vignettes depicting student aggression. ANOVAs analyses were used to evaluate the process by which teachers respond to classroom aggression. The findings showed that teachers‘ response to aggressive behavior in the classroom was impacted by their prior training in classroom behavior  management. Results confirmed the importance of prior training in supporting classroom management. Implications are discussed as they relate to relevant models and educational research initiatives. Future research should consider different facets of training programs (including both curriculum content and training methods) when considering the role of participation on teaching outcomes.