Aim: The purpose of this study is to research the effect of repeated theoretical and practical up to date basic life support (BLS) training that provides teachers the opportunity to improve knowledge and skill levels. Materials and Methods: This research was a pre-test, post-test, quasi-experimental study. The scope of the study included 65 teachers who participated in theoretical and practical up to date BLS training thirty days apart. A survey form including 19 questions was administered to determine pre-test and post-test theoretical knowledge about BLS. Skill level in BLS was assessed via BLS simulator model in terms of the followings; correct hand positioning, correct head positioning, sufficient depth and frequency of chest compressions. Results: A significant difference was found between pre-test level of knowledge before BLS training and post-test after the second training session (p<0.05). The levels of competence for correct hand positioning (38.2% vs 61.8%; p=0.001), correct head positioning (27.6% vs 72.4%; p=0.006) and adequate compression frequency (35.0% vs 65.0%; p=0.005) increased and excessive compression rate (40.0% vs 60.0%; p=0.005) rose when pre-test and post-test levels were compared. Conclusion: Promoting teachers’ up to date BLS knowledge and skills with continuous training is beneficial. Repeated BLS training showed that the ability of the participants to develop adequate compression frequency with correct hand and head positioning was increased.