This research explores the relationship between school shooter typologies, warning signs, and targeted school violence. The study's independent variables are school shooter typologies and warning signs, while the dependent variable is targeted school violence. The research wants to investigate whether a relationship exists between these variables. The null hypothesis states no relationship exists, while the alternative hypothesis suggests that a relationship exists. The research framework is based on Bronfenbrenner's Ecological System Theory, which helps understand how the environment and social interaction influence a child's development. The theory was influenced by Vygotsky's sociocultural theory—which focuses on the roles of human interactions and culturally structured activities in cognitive functioning that affect psychological growth, and Lewin's behaviorism theory—which proposed that behavior results from the individual and the environment. The findings show a strong, positive relationship, high correlation, and statistical significance difference between school shooter typologies, warning signs, and targeted school violence. The alternate hypothesis was accepted based on the findings, indicating that the relationship between these variables is not due to a coincidence or chance alone. These findings can offer valuable insights to policymakers in making informed decisions on allocating school safety resources to prevent targeted school violence.