A document written alone does not guarantee a child’s safety.  Guided by the principles of Policy Implementation Theory, the study aimed to understand how teachers experience and navigate policy implementation within the school setting. I explore teachers’ perceptions focusing on the rules, procedures, and structure using descriptive approach. The data from interviews of six (6) purposively selected teachers were thematically analyzed. Participants felt the policy worked because they had clear school rules to guide them, a step-by-step process for reporting issues, and a supportive team to help them handle incidents. Future studies may explore a broader range of participants by including teachers from different educational levels, school types, and geographical locations to determine whether experiences vary across contexts. To build on these findings, upcoming studies could track how teachers' experiences change over time, while exploring how school funding, leadership support, training, and overall school culture help or hinder keeping children safe.