Risky behavior is starting to appear at an increasingly young age, which is concerning because of the far-reaching negative consequences of this phenomenon. Therefore, numerous efforts are being made in order to prevent risky behavior, and when it comes to early elementary school age, teachers are crucial in positively guiding children’s behavior. Thus, the aim of this paper is to examine the attitudes of elementary school teachers toward the prevention of risky behavior. Firstly, the complex nature of the terms and phenomenology of risky behavior is analyzed through the presented theoretical framework; then the focus is shifted to the multicausal etiological aspects of risky behavior that provide the settings for preventive action; and finally, the preventive potential of the school environment is explained. The results obtained by the semi-structured interview method in the empirical part of this dissertation suggest that, although elementary school teachers face various challenges in preventing risky behavior, they show motivation and commitment to improving their own competencies for preventive action. A key factor for successful prevention is cooperation with other school associates, as well as people outside of school, but teachers claim that effective cooperation poses the biggest challenge in the prevention of risky behavior.