The problem is school systems may lack detailed guidelines on how teachers make physical contact with their students and protect themselves from false accusations of inappropriate behaviors. The purpose of this qualitative exploratory case study was to explore the perceptions of K-8 administrators and teachers on school and school districts polices of physical contact with students and inappropriate behaviors with students. The population consisted of ten school-based administrators (principals and vice/assistant principals) and teachers who had worked in the field with at least one year of experience. The exploratory case study was employed because the approach afforded the researcher multiple opportunities for gaining insight in the different perspectives conveyed by each participant. Data was collected from three sources: open-ended questionnaires, one-on-one semi- structured interviews, and archival data. In early collection stages, the researcher developed initial assumptions based on participant responses to the data instruments. Through triangulation, the following five themes emerged: 1. Perceptions on appropriate and inappropriate physical contact varied, 2. Knowledge about the policy on physical contact was limited in general, 3. Experiences or knowledge of false accusations surfaced. 4. Lack of professional development on appropriate physical contact, and 5. Teachers not feeling supported by district or administrators. As a result of this exploratory case study, educational leaders, practitioners, and researchers may use the findings to improve the protection for teachers and others school personnel by establishing effective. professional development procedures for interacting with students as well as developing clearer policies. [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.]