In order to maximize their effectiveness, schools must maintain a positive learning environment unencumbered by violence. Uniformed police officers have been incorporated into school systems in response to school violence. There are many types of programs that promote school resource officers. The school officer program that this research considered is based on a program from the National Association of School Resource Officers (NASRO). For purposes of this study, these law enforcement agents have been labeled School Resource Officers (SROs). A review of the literature has indicated school administrators and SROs have different perceptions concerning the SRO tasks, attributes, skills, and areas of knowledge. Previous research has not included teacher input. Data in this research was collected from a population of 113 high school teachers utilizing a Likert-style survey that was analyzed using basic descriptive statistics, crosstabulations, and MANOVA. Analysis of the data indicated that high school teachers tended to prefer law enforcement related SRO items over law-related counseling and teaching items. Knowledge gained from the analysis of the data gathered during this research will enhance the collaborative relationship between school staff and SROs.