“…At pre- and post-intervention delivery, all grade six participating teachers were asked to complete questionnaires assessing factors described in the prior research as influencing fidelity of intervention implementation. Information was collected on teacher’s level of formal education (associate degree, teaching certificate, bachelor degree, master degree, doctoral degree), years as a teacher/guidance counselor (1–2 years, 3–5 years, 5–10 years, 10–20 years, >20 years), teacher’s attendance at FOYC training workshop (1 = did not attend, 2 = attended part of a training workshop, 3 = fully attended a training workshop), training in interactive methods (1 = none, 2 = a little, 3 = some, 4 = a lot), prior experience of teaching FOYC or other HIV prevention programs (yes/no), teachers’ attitude towards FOYC/HIV prevention intervention measured as their perceptions of the importance of prevention programs, HIV prevention and the FOYC intervention (1 = not important, 2 = somewhat important, 3 = very important), comfort level with the FOYC curriculum (e.g., “how comfortable do you think you will feel in teaching the materials in FOYC?” 1 = not at all, 2 = somewhat comfortable, 3 = very comfortable), and teacher’s sense of “ownership” of the curriculum [e.g., a belief that the intervention addresses a local issue and reflects Bahamian values and input [ 7 , 12 ]. The Cronbach’s alpha for perceptions of program importance (five items) was 0.75.…”