Designed for the classroom. Vetted for safety.

You have to be able to defend this in a board meeting.

Principals, superintendents, CTE directors, deans, school boards

Your first job is not evaluating the technology. It is being able to explain it, in two sentences, to a school board member or a reporter or a parent who read the agenda item and got worried. Here are those two sentences — and the paperwork behind them.

• Is there any way a live round ends up in this classroom?

  No. The training firearms are either purpose-built training devices or permanently modified so that a live cartridge cannot be chambered or discharged — the mechanisms that would make it possible are absent or disabled. They are marked with red barrels and magazine plates, and they arrive in hard, locking cases. No live ammunition is part of this program at any point.

• How do I describe this to the community?

  It is a projector, a screen, and a device that emits light — much closer to a driving simulator than to a shooting range. Students practice decisions, communication, and de-escalation against branching video scenarios. We provide plain-language communication templates you can drop straight into a newsletter, a board packet, or a program-of-study document.

• What does this do to our liability posture?

  Most districts treat it as instructional technology — the same category as a welding simulator, a nursing manikin, or a science-lab apparatus. We will send your risk-management office our certificate of insurance and vendor documentation so they can make that determination with real paperwork in front of them instead of assumptions.

• What does it need from my building?

  A classroom you already have, plus a real projection setup: a 120-inch projection screen and a 1080p projector rated at 2,200 lumens or brighter, on standard wall power, in a room where you can bring the lights down. Glossy surfaces are the one hard limit — reflective whiteboards, televisions, and interactive touch panels all scatter the infrared laser and cannot be used. Beyond that: no range construction, no ventilation retrofit, no lead remediation, no sound treatment, no hearing protection.

The question is not whether it works. It is what you teach on Monday.

Criminal justice teachers, POST-prep instructors, training officers

A simulator is only worth the room it occupies if there is a lesson attached to it. What arrives is an instructor console, a scenario library, and a debrief workflow — the same loop you would run on a range day, without the range day.

• What am I actually teaching with it?

  Decision-making under time pressure, verbal command and de-escalation, threat recognition, articulation of a use-of-force decision, and marksmanship fundamentals. The debrief — where a student explains what they saw and why they acted on it — carries more of the instructional weight than the scenario itself.

• How much of my period does setup eat?

  Once the projector is mounted and the system is calibrated, starting a class day means powering on and choosing a scenario. Calibration is a short routine, not a rebuild. We run the first setup with you — on site where the travel from north Georgia is feasible, by video call otherwise — and stay reachable by phone or video afterward, so a bad calibration morning does not cost you a period. Programs typically run a full student rotation inside a standard block period.

• Do I need to be a certified firearms instructor?

  Not to operate the equipment. We run instructor onboarding covering setup, calibration, scenario selection, console controls, and debrief technique. What credentials your program requires to teach the subject is set by your state and your institution — that is their call, not ours, and we are glad to talk to whoever makes it.

• Can I see what a student actually did?

  Yes. Shot placement, timing, hits and misses, and the path a student took through a branching scenario are all captured, so a debrief is a replay rather than a memory contest. That same record is what makes rubric-based assessment possible instead of impressionistic grading.

Nothing leaves the device but light.

Parents, guardians, and anyone new to this kind of classroom

If you have never seen a classroom like this, the accurate mental picture is a video projector and a controller — not a shooting range. Here is what your student is actually in the room with, in plain language.

• Is my child handling a real gun?

  No. These devices cannot fire. They are either built from the ground up as training equipment or permanently modified so that live ammunition cannot be chambered or discharged, and they are marked with red barrels and magazine plates so there is never any question about what they are. No live ammunition is brought into the classroom.

• Is the laser dangerous to their eyes?

  The cartridges emit brief, low-power pulses in the same class as a retail barcode scanner or a classroom laser pointer. No heat, no projectile, nothing that can ricochet. The equipment is tested and certified for classroom environments.

• Why is this being taught at all?

  For the same reason a nursing pathway has manikins and an automotive pathway has vehicle lifts: it is a career pathway with real jobs at the end of it. Students in these programs go on to law enforcement, corrections, dispatch, emergency medical services, fire service, campus and private security, and criminal justice degrees. The coursework spends far more time on judgment, communication, and de-escalation than it does on marksmanship.

• Who is supervising, and can we opt out?

  A credentialed instructor runs every session, and students cannot start a scenario or change settings without instructor credentials. Enrollment, permission, and opt-out policy belong to your school rather than to us — so that conversation goes to your student’s instructor or principal, and we make sure they have the materials to answer it fully.

A quote, a purchase order, an invoice. No surprises in the middle.

Business managers, purchasing agents, bookkeepers, grant coordinators

We are set up to sell the way schools actually buy. You get a written, itemized quote your office can attach to a requisition, we accept a purchase order against it, and the invoice matches both line for line. Vendor registration and paperwork are our job, not yours.

• How do we get a quote?

  Tell us the program, the room, and roughly how many students move through a rotation. We turn a hard, itemized quote around in one to three business days — line items, quantities, and shipping, which is included in every quote we write — formatted so your office can attach it straight to a requisition. The quote is good for 30 days. Pricing is quoted to your program; it is never published on this site.

• Do you accept purchase orders?

  Yes — and the PO is the trigger, not the payment. Your district or institution issues a PO against the quote; we confirm receipt in writing and stage the order to ship rather than waiting on funds to clear. Terms are net 30 from invoice. Because the invoice carries your PO number and mirrors the quote line for line, the three-way match against your receiving documentation is straightforward.

• What do you need to be set up as a vendor?

  Send us the packet or the portal link and we will complete it — W-9, certificate of insurance, vendor profile, remittance and ACH details, and supplier-portal enrollment. If your institution requires a specific form, a specific insurance endorsement, or registration in a system we have not used before, tell us and we will work through it.

• What are we on the hook for after delivery?

  Less than most equipment lines carry. Every laser we sell is warrantied for life, and the training pistols and rifles carry three-year warranties. Setup and troubleshooting are handled by phone or video and stay available after the install rather than ending at the loading dock.

• Our funding has strings attached.

  That is normal in this category. Purchases here are commonly made with Perkins V, CTE, general fund, foundation, or grant dollars. We provide sole-source and purchase-justification letters, and equipment descriptions written to drop into a grant narrative. We cannot tell you what your particular funding source permits — but we can give your grant coordinator the documentation and the language to make the case.