School Resource Officer (SRO) programs have gained widespread popularity across the nation in response to concerns regarding safe schools. While much of the research concerning the program examines students' and school administrators' perceptions regarding the program, current research lacks an examination of the officer's assessment of the daily operations and inner workings of the program. Those perceptions of the program are useful in any evaluations of crime and safety in the schools and surrounding community. This examination of the social process of the police-school partnership is important in illuminating the approaches and methods that impact the SRO program's operation and ultimate success.