Although heuristic models on safety for Black students have been proposed following the death of George Floyd (Edwards, 2021), little research to date has highlighted how Minnesota educational leaders perceive school resource officers (SROs) in schools. This phenomenological investigation explored the shared lived experiences of six Minnesota high school administrators from one school district that employed SROs. Five themes were determined in the course of data analysis, including qualified advocacy for SROs, SRO contributions to de-escalating for safer schools, SRO assistance in emergency situations, SRO caused escalation, and SRO caused racial harm. Findings from this study revealed support for SROs amongst study participants for reasons related to legal socialization theory. While acknowledging the trauma that some SROs have caused, member participants did not consider George Floyd's death or the subsequent racial protests of 2020 as cause for SRO removal. Participants highlighted the relational and educational contributions that SROs produce, thus advancing the notion that SROs contribute towards a positive legal socialization experience. Study findings may be valuable for district policy leaders who serve a vital role in determining what procedures and actions promote a safe learning environment. [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.]