In the study, it was aimed to determine the perceptions of efficacy and preferred intervention strategies of teachers, education administrators and support staff in pre-school education institutions regarding the awareness levels of ACE. Descriptive, causal comparison and correlation designs were used within the scope of the relational survey model, which is one of the quantitative research methods. Participants were determined by the maximum variation sampling method, one of the purposive sampling methods. N=141, including teachers (n=78), education administrators (n=23) and support personnel (n=40) working in Adıyaman city centre, were employed. The participants filled out the demographic information form, the ACE detection adequacy questionnaire, and the possible intervention questionnaires for ACE. In addition to these questionnaires, teachers also answered the professional competence scale. Teachers and education administrators describe themselves as sufficient in detecting ACE and their ability to detect them, while support personnel describe themselves as inadequate. In the ACE notification, it was seen that the teachers and support personnel preferred the school administration, and the education administrators preferred the Alo 183 social support line. Teachers, education administrators and support personnel stated that they would intervene in the incident by directing them to the school guidance service in case of abuse at school. It has been determined that there is a positive relationship between teacher professional self-efficacy and detecting ACE.