Sixty teachers from the Ottawa-Carleton region of Canada were surveyed to measure their knowledge of child maltreatment risk indicators, knowledge of reporting procedures, and the frequency of reporting sexual abuse, physical abuse, and neglect. Correlations did not support the hypothesis of a significant relationship between knowledge and actual reporting frequency. Multiple Regression analyses demonstrated that the knowledge of child maltreatment risk factors and the knowledge of reporting procedures were not predictive of reporting. It was found that the teachers sampled were very knowledgeable of the basic risk indicators of child maltreatment and reporting procedures and policy. However, the findings did not support the hypotheses of a significant relationship between knowledge of child maltreatment risk factors and of reporting procedures and actual reporting frequency. These findings are discussed in consideration of the limitations of the current study, the implications for practice and the possibilities for further research.

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