Ensuring that teachers have high mental health literacy (MHL) is paramount, particularly because the prevalence rate for mental illness among children and adolescents is 10-20% (Mental Health Commission of Canada, 2013). Currently, there are few programs designed to increase the MHL of teachers, and the research base examining these is scant. As a result, more research is required to find effective methods of improving MHL among teachers. The current study explored the influence of a new, interactive MHL learning module on the MHL levels of B.Ed. candidates. A questionnaire largely adapted from existing measures was developed and factor analysis was conducted. Pre- and post-module MHL scores were analyzed using descriptive approaches and a repeated-measures MANOVA. Results indicate that pre-service teachers have high knowledge and non-stigmatizing beliefs in relation to MHL which did not change post- module completion; self-efficacy levels did show a small, non-significant increase.