The majority of research investigating children's lie-telling behavior has focused on lay people and legal professionals' abilities to detect deception. Fewer researchers have assessed educators' abilities to evaluate the veracity of children's reports of bullying. In this study, educators' abilities to detect true and false accounts of bullying and educators' confidence ratings of their abilities to detect the veracity of children's bullying accounts were examined. Participants (93 educators) were shown video clips of children (between the age of 4 and 8 years) telling true and false statements about being bullied. Participants were asked to assess the veracity of the child's bullying statement and rank how confident they felt about their responses. Overall, educators' ability to detect both true and false accounts of bullying was not significantly above chance levels. Regardless of reported years of experience with children, detection rates were approximately the same; educational professionals with fewer years of experience yielded similar detection rates to those with more experience. In general, educators were not very confident in their abilities to distinguish between children's true and false reports. However, all educators were significantly more confident in their overall ratings of false stories than true stories. While educators are not accurate in detecting deception, the current findings suggest that they may be over confident when assessing false accounts of bullying; condemning students that are falsely accused of bullying could have negative consequences for student, their classmates, and for the teacher. Through understanding educators' perceptions of children's lie-telling behavior, especially with respect to bullying, appropriate and effective bullying interventions can be developed by school psychologists in collaboration with educators.