School violence has been increasing in recent decades. Approximately 77% of public schools reported one or more crime incidents during the school year, amounting to 1.4 million incidents or 29 incidents per 1,000 students (U.S. Department of Justice, 2022). Education leaders continue to explore strategies to improve school safety and circumvent growing issues of school violence and student discipline. The problem is that school violence continues to increase nationwide, leading to classroom disruptions and disciplinary ineffectiveness, which must be corrected to enhance discipline and school safety. The purpose of this qualitative exploratory case study was to explore teachers' perceptions of martial arts training as a possible strategy to reduce school violence. Research has shown various benefits of martial arts training, improving students' fitness levels, concentration skills, and discipline. However, the literature gap necessitates exploring the outcomes of martial arts integration in a school schedule. The study's theoretical framework was based on Bronfenbrenner's (1979) ecological systems theory, revealing that students' development was affected by the quality of their environment. The sample population included 22 schoolteachers in the southeastern region of the United States who practiced martial arts or had the experience of observing family members train in martial arts. Two research questions guided the study and provided a foundation for one-on-one interviews, online questionnaires, and data analysis using NVivo qualitative analysis software: 1) What are teachers' perceptions of martial arts training as a strategy to reduce school violence? 2) What strategies do teachers believe could be used to integrate martial arts training into the existing school schedule? Three themes emerged for Question 1: teachers' perceptions of school violence, teachers' perceptions of martial arts, and family interactions and relationship building. Three themes emerged for Question 2: martial arts integration into physical education, experiences and lessons learned, and participants' suggestions and comments. The results included recommendations for practice to 1) improve communication between educators, families, and students and 2) integrate martial arts into the physical education curriculum with an educational mindset. Recommendations for future research included 1) expanding geographical areas and sample population and 2) using a quantitative correlational design method with a more extensive timeframe to compare the progress between students who train in martial arts and those who do not. The findings of this case study revealed essential contributions to closing the literature gap and adding value to the body of knowledge. This study is a starting point for exploring the integration of martial arts into a school schedule. More research is needed to examine other methods and help education leaders explore strategies to improve students' behavior and reduce school violence. [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.]