This study describes the types, sources, and frequency of bullying behaviours encountered by nursing students in their final year of nursing education. Six hundred thirty-six respondents reported encountering at least one bullying behaviour from School of Nursing (SON) Faculty during one year of classroom or clinical course work. The results of the study also indicated SON Faculty as the most frequent source of three of twelve bullying behaviours. These behaviours were (a) assignments, tasks, work, or rotation responsibilities made for punishment rather than educational purposes, (b) bad grade given as punishment, and (c) unmanageable workloads or unrealistic deadlines. Responses were based upon student perceptions and thus it is unknown whether the behaviours actually occurred or whether grades and workloads which were fairly given were perceived by students as being punitive. Either way, student perceptions that faculty are a source of bullying behaviour is of concern given the potential negative impact on student health and academic performance. The most common student responses to bullying behaviour included passivity, confrontation and reporting the behaviour, demonstrating uncivil behaviour and increased use of unhealthy coping behaviour. Recommendations to address bullying in nursing education include modifying curricula to include education on identifying and responding appropriately to bullying behaviour, establishment of a code of behaviour and disciplinary action for code violations, and open forums for faculty and student discussions. (Contains 4 tables.)