Bullying has become a nationwide concern at the K-12 level. Despite the target middle school's antibullying program, the incidence of bullying increased during the 1st and 3rd year of the program implementation. By identifying the perceptions of school personnel about this problem, district school leaders will be better equipped to select and implement an antibullying curriculum. To that end, the purpose of the phenomenological study was to explore the perceptions of school personnel about the bully-proofing program at the target middle school. Social learning theory and the stages of psychological development provided the theoretical framework for the study. The research questions were designed to explore the perceptions and experiences of secondary education teachers, counselors, and administrators regarding the bully-proofing program at the target public middle school. Interviews were conducted to gather data from 4 teachers, 2 counselors, and 3 administrators. Coding using the constant comparative analysis to identify themes was the primary strategy for data analysis. Findings indicated that participants perceived a need for a current anti-bullying program at the target school and a clarification of the roles and responsibilities of teachers, counselors, and administrators. These findings led to the implementation of a redeveloped, anti-bullying program that the school adopted. This program could have broader social change implications at the local and national level as teachers, counselors, administrators, and other stakeholders become better informed to combat bullying in schools and create a safe learning environment for students. [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/en-US/products/dissertations/individuals.shtml.]