This article focuses on the reasons for principal-on-teacher bullying and the impact of the bullying on the victims. The data stem from a phenomenological study which was conducted to ascertain teachers' exposure to different types of bullying. Colaizzi's phenomenological method was employed in analysing participants' transcripts. The findings support the literature that the lack of an effective regime for monitoring of regulations governing principals' behaviour and the characteristics of the bullies and victims are reasons for bullying. This paper uses the voices of the victims of bullying to illustrate teachers' experiences of bullying. (Contains 2 tables.)