Bullying is a continuing problem in schools, and can result in physical, psychological, and emotional harm to victims, as well as negatively affecting the school culture for students and teachers. Anti-bullying initiatives have typically focused on zero-tolerance strategies, but these have not been effective in promoting a positive school culture. Differences in perceptions of bullying between students and teachers have been observed as a possible source of why bullying behaviors continue to persist in schools. The purpose of the research study was to identify perceptions of bullying behaviors as reported by students and teachers currently enrolled in, or employed by, a public middle school. A qualitative phenomenological descriptive research design method using in-depth semi-structured interviews lasting for 1-1.5 hours was conducted. Participants were 10 students and 10 educators who attend, or are employed by, a public middle school. Students had attended an elementary school in which an anti-bullying program had been conducted, and teachers had received anti-bullying training. Findings from the research demonstrated that students and teachers had similar definitions of physical, verbal, emotional, and cyber-bullying, and observed that bullying was a serious problem within the school. While students were more likely to identify bullying as occurring more frequently, and teachers less likely to intervene when bullying occurred, teachers observed that students were more likely to hide bullying from teachers. Findings from the research were analyzed for significance and application to future research efforts, and to help anti-bullying programs be more specific in how, when, and to what extent types of bullying are targeted. [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.]