The purpose of this study was to gather information regarding the confidence and competence levels of school mental health professionals who are called upon to implement threat assessment procedures as part of their job duties. More specifically, the study involved comparing the confidence and competence levels of school mental health professionals who work in three states with differing mandates regarding threat assessment in schools. Focus groups were conducted with three separate groupings of participants from three geographical regions in the United States. Participants from the State of Virginia have had access to long-standing guidance from the state level, whereas participants from New Jersey have just recently been given guidance. Last year, New Jersey mental health professionals were provided with a state-level directive to be followed with an official mandate being enforced the following school year. Similarly, participants from the State of Louisiana were just provided with a state mandate though implementation was not yet required. A qualitative research study was conducted and data were analyzed thematically. Descriptive statistics were used to describe and summarize the basic features of the dataset in the study. Results showed consistent confidence levels across the diverse groups, with participant experience potentially outweighing regional differences. Despite minimal variations in competence in terms of handling hypothetical threats, the specific state mandate status had a negligible impact. However, the timing of training related to state mandates may have influenced the slight competence variations, warranting further research related to temporal lag in training and experience as a moderator. [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.]