Temecula Preparatory School (TPS) was founded in the year 2000, on the belief that a classical education is best suited for preparing students not only for college and career, but for preparing students to live a life with meaning and purpose.  The core of our instruction is a liberal arts curriculum focused on history, language, and the Great Books, with a significant amount of time also devoted to art, music, and drama.  Through our curriculum, students focus on developing an understanding of the human condition and the world around them.

In addition to a rigorous academic program, TPS has developed a TK-12 character education program based on the Platonic Virtues – Justice, Prudence, Temperance, and Fortitude.  Whether it’s inside the classroom or on the playing field, we hold our students to a high standard of conduct and help students to learn from each situation that they encounter. 

Visitors to our school will often ask, “Why do the teachers and administrators shake hands and greet students when they enter campus and the classroom?” This tradition was established to convey the high level of respect we have for every one of our students and to ensure that they feel welcome and at home on our campus.  We have found that learning best occurs when students feel happy, safe, and loved and so we do our best to demonstrate our commitment to our students’ well-being each and every day. 

If you’re interested in having your child attend TPS, we’d encourage you to learn more about our school by reviewing our website and/or contacting info@temeculaprep.com.  There is a general overview of our TK-6 and 7-12 program below:

Non-Discriminatory Statement 

All students are ensured an equal opportunity for admission in and access to the educational and co-curricular programs. Temecula Preparatory School policies, procedures, and practices ensure that there is no discrimination on the basis of race, color, national origin, gender (including sexual harassment), physical or mental disabilities. This is in compliance with Title VI of the Civil Rights Act of 1964, the Title IX of the Education Amendments of 1972, and Section 504 of the Rehabilitation Act of 1975. The lack of English language skills will not be a barrier for admission and participation in any program. All students have equal education facilities and evaluation procedures, and there shall be equal allocations of vocational education funds. This nondiscrimination policy covers admission and access to, and treatment and employment in, all the Vocational Education Programs and activities.