Background: Dental traumatic injuries are prevalent in school-going children. Therefore, It is critical to ascertain the knowledge and practices of school teachers who are in close contact with these children. Aim: To evaluate the knowledge and attitude of school teachers toward dental trauma and the effect of the educational intervention. Materials and methods: The interventional study was designed by two-stage cluster sampling. A total of 158 teachers were part of the research. Data was collected through a pretested questionnaire. Re-evaluation was done after an informative lecture. Results were statistically analyzed. Result: The knowledge was consistently lacking prior to intervention with the level of correct answer ranging from 0.6 to 56.3%. It improved significantly post education ranging up to 96.6%. A positive attitude was noticed even before the intervention was employed. Conclusion: Study observes a significant knowledge gap regarding the primary management of dental injuries amongst school teachers and emphasizes the need for urgent educational intervention to fill in this gap. Clinical significance: Suggestions derived from this study are especially important in today's scenario where, the concept of conservation, retention, prevention and early intervention of tooth structures is topmost of all the priorities.