The efforts towards reduction of violence in public schools could be jeopardized by failure to address the perceived efficacy, ethical concerns and the limited application of behavioral threat assessment and management (BTAM). The purpose of this qualitative single case study was to explore the behavioral threat assessment's efficacy, applicability, and ethical considerations in a public school district located in Western Massachusetts. Semi-structured interviews were carried with 15 participants purposively sampled from a public-school district in Western Massachusetts. Thematic analysis of BTAM revealed its perceived effectiveness in early identification of risky behaviors. Opinions varied on BTAM's proactive nature, emphasizing its collaborative strengths and challenges in coordinating multidisciplinary teams. Refinement was noted as crucial in addressing evolving circumstances and diverse student needs. Adaptability and cultural sensitivity emerged as crucial for effective risk assessment across backgrounds. Communication and community support were noted as vital for successful BTAM implementation, especially in schools facing resource constraints. Privacy and informed consent were stressed during data collection, with ethical challenges addressed through cultural competence, sensitivity, and ongoing training. Transparency, open dialogues, and regular reviews were deemed essential for building trust and maintaining ethical standards in BTAM. Based on this study professionals involved in school safety in Western Massachusetts, should prioritize the implementation of BTAM programs as part of a comprehensive approach to addressing behavior threats. [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.]