Background:Ensuring that children and young people (CYP) can obtain mental health support from a broad variety of sources is of upmost importance. This is especially true given the increasing prevalence of mental health difficulties in this population, and the associated challenges with receiving support from specialised healthcare services. Equipping professionals, from a wide range of sectors, with the skills needed to provide this support is a vital starting point. This study explored the experiences of professionals who had participated in CYP mental health training modules relating to a socially funded initiative in Greater Manchester, UK, to establish the barriers and facilitators behind its implementation.Methods:Directed qualitative content analysis of semi-structured interview data from nine CYP-facing professionals was conducted. Both interview schedule and initial deductive coding strategy were devised using the findings of a relevant systematic literature review by the authors. This methodology was used with the aim of establishing the presence of these findings within the localised intervention, before generating tailored recommendations for their training programme.Results:When the interview data were coded and analysed, a strong level of thematic similarity with the authors’ review was found. However, we deduced that the emergence of additional inductive themes might reflect the contextual uniqueness of the intervention, in addition to that of the COVID-19 pandemic. Six recommendations were made for further improvement of CYP mental health training, including the facilitation of unstructured peer interaction during training, and ensuring that jargon and key words are fully clarified. Conclusions:Methodological limitations, guidance for usage, and potential applications of the study’s findings are explored. Whilst largely, the findings were akin to those of the review, subtle yet important differences were found. These are likely to reflect the nuances of the training programme discussed, but despite this, we tentatively suggest that our findings are transferable to similar training interventions. This study provides a valuable example of how qualitative evidence syntheses can be used to aid study design and analysis: an underused approach.