The article documents the results of the evaluation of the implementation of a suicide intervention program in primary schools in a remote region of Quebec. The main strengths of the program include : its specificity ; task coordination between school staff and professional practitioners ; highly motivated, engaged and diligent partners ; professionalism of practitioners ; expertise and personal motivation of program head ; quality of documentation available ; quality of training and awareness-raising activities provided ; use of power of intervention of healthcare and education systems ; diversity of practitioner expertise and experience ; openness to criticism and moderate interpretation of suicide phenomenon in actions to take. Certain relative weaknesses are observed in terms of sharing of responsibilities, lack of explicit information on objectives in program guides, program’s structure and theoretical foundation, overly short duration of training offered to practitioners, dilution of practitioner expertise, isolation of some practitioners, frequent absence of leadership in sector teams, and differences in duration of clinical training of practitioners.