It is widely acknowledged that Hong Kong teachers are suffering from work-related health and safety problems (HKPTU, 2005). Reviews of Occupational Safety and Health (OSH) research suggest that there is a wealth of scientific data on OSH to establish policy level interventions, yet the implementation of OSH legislation and policies is complex and multi-faceted. This thesis focuses on the macro level of OSH interventions in schools by studying the OSH policy implementation from the top-down and organisational perspectives. This thesis begins with a systematic narrative review of the OSH policy and interviews with key stakeholders. These qualitative studies explore the background, context and implementation of the OSH legislation and policies that govern HK teachers‟ OSH. A subsequent quantitative study is conducted to examine the framework model of climate-behaviour-outcome relationship. The results of the qualitative studies present several issues of concerns in the current policy implementation, e.g. the ambiguity of the key terms in the legislation and the communication breakdown during the policy implementation process. The findings also give a hint to the factors which may affect the effectiveness of implementation; further investigations on these factors are carried out in a quantitative study. The results of the quantitative study present the climate-behaviour-outcome framework model with knowledge as the mediator and social capital as the antecedent. The implications of these results are discussed in the final chapter with the significant issues correspondence with the implementation of OSH legislation and policies in HK schools. It also discusses some recommendations in the practice such implementation.