This study was conducted to examine the effects of a crisis intervention program implemented in a small, rural southeast Missouri school district during the 2009-2010 school year. Over the course of many years, schools in the district have had chronic discipline problems as evidenced by thenumber of discipline referrals received. As discipline problems increased, student achievement decreased. The methods of punishment used from 2009 through 2019 included suspension from the classroom, suspension from the school, or expulsion from the school depending upon the severity of the infraction. These methods place the student at further risk of falling behind academically, potentially increasing the likelihood of school failure. In an effort to improve crisis intervention skills, an intervention program, Nonviolent Crisis Intervention (NCI), that trains all school employees to respond appropriately to crises in any school environment was implemented in the district. This program met the federal mandata requiring all public school employees to receive crisis intervention training allowing for safe handling of all students at all times. The purpose of this study was to examine staff perceptions regarding the impact of NCI training on the development of crisis intervention skills. The alternative hypothesis suggested that NCI training would increase staff development of crisis intervention skills and improve student behavior. The results of this study indicated a reduction in student office discipline referrals and positive staff perceptions of crisis intervention training. Many studies have been completed in the last decade on school-wide crisis intervention, but very few studies have examined individual student crisis intervention. The recommendations for future studies include exploring the impact of crisis intervention training on student achievement, students perceptions of crisis intervention, and crisis intervention for at-risk populations.