In an effort to address the series of school shootings in the 1990s, several organizations compiled and published checklists and other materials for schools to use in identifying students who might be capable of violent acts. As a consequence, schools have entered into the controversial world of profiling. In this paper, the authors use their experience in education and in law enforcement as a basis to analyze the application of profiling techniques in educational settings, and to discuss the legal ramifications of such policy initiatives. Starting with a brief historical introduction, the three types of profiling are described. The good and bad aspects of profiling in law-enforcement practices are presented. Improper use can impinge upon citizens' Fourth and Fourteenth Amendment rights, that is, upon their freedom from unreasonable searches and seizures, and upon the guarantee of due process and equal protection, respectively. At this time, there is no scientific or other objective evidence to support the use of profiles to penalize or stigmatize public-school students. All presently available "checklists" and "warning signs" carry blanket disclaimers of accuracy from their creators and are uniformly rejected as vague, if not discriminatory, collections of guesses and stereotypes. (RT)