The threat of terrorism is a concern in public facilities including schools. This study focused on school districts in a southwestern state. Terrorism emergency preparedness policies are well-documented as measures to protect students and staff in school districts from terrorism threats and vulnerabilities. However, those threats and vulnerabilities are still being experienced by school districts. The purpose of this study was to explore policy attributes that school administrators considered important to prevent from threats and vulnerabilities of terrorism incidents in their districts. The theoretical framework for this study was Kingdon's multiple streams theory. Research questions focused on evaluating whether Kingdon's multiple streams theory is predictive of how school district administrators implement policies related to terrorism preparedness. A case study design was employed, using a convenience sample of 18 public school administrators responsible for implementing policy related to terrorism threat. Interview data were analyzed using an inductive coding technique to identify themes and patterns. Results indicated that terrorism emergency policies had improved terrorism preparedness and strengthened the relationships between the school districts and other agencies; results also revealed that communications, safety drills, collaboration, and training are the primary factors influencing policy implementation. The implications for social change include informing school leaders of the importance of policy attributes that influence terrorism emergency preparedness and educating administrators on how to respond regarding parent and student unification during and after terrorist events. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]