Positive programming from Law Enforcement organizations with K-12 students should be a priority. It can be challenging, but it can help lead to future elements of success for the kids. This study investigated law enforcement leaders' opinions, goals, and objectives in their approaches to positive programming. The participants were 12 law enforcement leaders from the State of Florida who were questioned to extract themes through open-ended interviews. The data collected was used to determine whether there was (1) a perceived value of programming to promote interactions between law enforcement and K-12 students and (2) what best practices Florida law enforcement leaders recommend promoting these interactions between law enforcement and K-12 students. The study unveiled a marked difference between what is generally accepted as positive programming from a layperson's perspective and the post-interview perspectives that law enforcement executives conveyed. From the results, it can be inferred that positive programming between law enforcement organizations and K-12 populations does contribute to the overall success of the children. However, the findings also suggest a variety of obstacles that law enforcement leaders face or create in the systems of programs. [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.]