At the time of the Tohoku Earthquake and Tsunami in Japan (also known as the Great East Japan Earthquake) on March 11th 2011, it is well known that the judgment and behavior of school teachers on that day had a great influence on the safety of school children and students. The improvement of disaster prevention education and disaster prevention countermeasures at schools requires the improvement of awareness as well as a better knowledge of disaster prevention among the teachers themselves. Meanwhile, at the educational level in Japanese schools, the work rate of teachers is hectic due to countless tasks, and there have been stress-related problems that illustrate the necessity of reducing excessive workloads. Based on these circumstances, it can be pointed out that it is important to more effectively conduct teacher training on disaster prevention education and disaster prevention countermeasures. This research conducted investigations in order to devise better teacher training vis-a-vis practical disaster prevention, to properly comprehend the actual condition of teacher training in each prefecture, and to find successful cases. We also conducted a questionnaire-survey related to the above objectives for each prefectural board of education in Japan. As a result of these surveys, we discovered the following information. Most prefectures with a history of severe disasters and those based in the precarious Nankai Trough/ megathrust zone responded to the questionnaire-survey. These areas are categorized as Types A, B and Cl (according to the earthquake risk). In these areas, the law states that prefectures must take disaster prevention and preparation measures. During the research, those prefectures in Japan without a recent history of disasters (Type C2) did not respond to the questionnaire-survey. The research also found that only a few prefectures organized disaster mitigation and preparations for all its teachers. Even in those prefectures that fully prepare and train all their teachers under programs like the "training for newly appointed teachers" and "training for middle-level teachers " (the so-called "ten-years recurrent training"), some but not all teachers participate. This is despite the fact that the participation of all teachers is compulsory under Japanese law. Even among teachers who are school principals and school vice-principals, not all have participated in the required training. Another problem is that training often involves the attendees just sitting passively while listening to lectures. Only a small number of prefectures hold active practical training programs such as the Disaster Imagination Game (DIG) I Hinanjo Unei Game (HUG).