Since the 1950s, police presence in American schools has increased in the form of school resource officers (SROs). Some schools have elected to staff SROs on their school grounds, while others have chosen to avoid police presence at their school site. It is poorly understood how school administrators make decisions about staffing SROs in their schools and what the perceived impact of the SROs is on the school environment. This research attempts to understand how school administrators make decisions about whether to add, maintain, or eliminate SROs in their schools. The recent historical use of police in American schools is reviewed while utilizing the policy streams model as a theoretical lens. This qualitative, interview-based case study examined how 10 midwestern k-12 school districts decided to add, eliminate, or maintain SROs. Analyzed data offered comprehensive insights into the decision-making processes and key factors involved. Findings revealed the influence of student safety, emotional triggers, and budget considerations on administrators' choices regarding SRO presence.