<p>The current study used a convergent mixed-methods design and identified Arkansas school professionals’ perceptions about (1) their schools’ tobacco use prevention needs and (2) the implementation of tobacco prevention programming at their schools. Differences in perceptions based on school-related factors and personal tobacco use history were examined. Surveys were collected from teachers, administrators, and school staff from K-12 schools in Arkansas (QUANT; <i>N</i> = 325) and in-depth interviews were conducted with a separate sample of school administrators (QUAL; <i>N</i> = 20). Logistic regressions identified the associations between dependent variables, school-related factors (school type, school position, years of education work experience, and school rurality), and school professionals’ tobacco use histories. The tobacco prevention components perceived as most important were parent education, school tobacco-free policies, and up-to-date teacher training. Yet, parent education and up-to-date teacher training were perceived as being poorly integrated into schools. Quantitative and qualitative findings emphasized the importance of integrating parents into tobacco prevention. There were differences in school professionals’ perceptions about important tobacco prevention components based on school level, personal tobacco use history, and work experience. There were also differences in perceptions about how well tobacco prevention was integrated into schools between teachers vs. administrators and related to school rurality, school level, and work experience. School professionals in Arkansas, a state with tobacco disparities, identified that: (1) student tobacco use is a top health priority; (2) key strategies include parent education, tobacco-free policies, and teacher training; and (3) barriers exist, particularly in implementing parent education and teacher training.</p>