Prior research recognizes police academy education as being predominately teacher-centered, with a strong focus on the transmission of information. The research also calls for increased student-centered police education that engages students in critically analyzing and apply their learning. The literature suggests that this gap--between teacher-centered practices and student-centered ideals--may be, in part, due to educators' uncertainty with active learning strategies and scant descriptions of such strategies in the literature. The present descriptive, qualitative study sought to respond to this problem by describing the active and engaged teaching practices and perspectives of 16 police innovator-educators. Thematic analysis of their interviews 1) provided memorialization of police education innovations; 2) offered themes describing the philosophy, strategies, methods, and resources of engaged police education; 3) generated insight and guidance for police educators wanting to teach in active, engaged ways; and 4) produced recommendations for the field of police education and for future research. However, the research also revealed unanticipated dichotomies suggesting that police officers and society both hold restrictive conceptions of policing and police education. It became apparent that these conceptions may inhibit officers' ability to most effectively and adaptively perform their roles in society. Consequently, the research concludes with a call for the reconceptualization of the purpose of policing, while also calling for police academy education that is authentically aligned with this purpose. [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://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]