This quantitative correlational study dives into the heart of understanding the significance of model fidelity for implementing school threat assessment teams. The target population was instructional staff and threat assessment team members from schools in Dutchess, Putnam, and Westchester Counties in New York State that use the Comprehensive School Threat Assessment Guidelines (CSTAG) model. The main research question was what relationship exists, if any, between a school's CSTAG model fidelity evaluation total score and the physical safety component of the school's climate? The nine sub-questions divided the CSTAG fidelity evaluation total score into its nine components and asked what relationship exists, if any, between them and the physical safety component of the school's climate? The nine components are school policy, team composition, staff awareness, documentation, team process, transient threats, serious substantive threats, very serious substantive threats, and knowledge. The CSTAG fidelity evaluation and the physical safety component of the National Center for Education Statistics (NCES) school climate survey were the instruments used to collect the data. Ten bivariate analyses were completed to analyze the surveys from the five participating schools. The results were not statistically significant due to the sample size. However, there appeared to be a possible negative correlation between the physical safety score and the total fidelity score, team composition score, staff awareness score, and the team process score. There was also a possible positive correlation between the physical safety score with both the school policy score and the very serious substantive threat score. school climate, Comprehensive School Threat Assessment Guidelines (CSTAG), model fidelity, threat assessment teams. [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://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]