Schools can address drug-related issues by implementing interventions through various means, including curriculum enhancements, educational programs, policies, and best practices. This research explores community perspectives and experiences to better understand the key attributes of school-based drug abuse prevention interventions targeting lower elementary government schoolchildren in Malaysia. The researchers purposively recruited and interviewed 16 participants for this qualitative research, employing grounded theory analysis for data evaluation. The findings highlighted several key characteristics, such as the importance of early intervention, consideration of individual, social, and environmental differences, the implementation of age-appropriate interventions, a focus on personal and social development, the use of diverse instructional techniques, reliance on teachers and school counsellors for knowledge dissemination, and increased support for children facing truancy and conduct issues. Additionally, the research emphasized the significance of intervening with parents through schools and involving external stakeholders in the planning and implementation process. The researchers recommend the prominent implementation of both universal and selective interventions for lower elementary schoolchildren. The findings also emphasized the important role of engaging parents in interventions conducted through schools. Furthermore, the research identified how various stakeholders could contribute to school-based interventions. School-based interventions have the potential to benefit not only children but also teachers, counsellors, parents, families, community members, and other stakeholders.