PREPaRE is a model and training curriculum that equips school-based professionals to engage in comprehensive school crisis prevention and intervention practices. Thousands of individuals have been PREPaRE trained but little research has examined the extent to which crisis teams have actually implemented the model. Using an implementation science framework, this qualitative study investigated the extent to which PREPaRE was utilized in the school setting, as well as implementation drivers and barriers to that utilization. Results indicated that following the PREPaRE workshop, most crisis teams became more cohesive and sustainable, and the majority incorporated the PREPaRE model in their crisis prevention and preparedness efforts. Analyses also revealed a variety of both drivers and barriers to implementation of the model. Organized under leadership, competency, and organizational factors, drivers included district and/or building administration valuing and prioritizing training and consultation for crisis teams, ensuring all team members have the requisite skills for crisis planning and preparedness, and having sufficient numbers of crisis team members. A lack of buy-in by school leaders, lack of time for planning and drills, and staff turnover were some of the identified barriers to implementation. Implications of these findings for school-based crisis safety and response work are discussed.