School bullying exists as a societal epidemic that affects millions of school-aged students (Espelage & Holt, 2012). Youths involved in bullying--whether perpetrating, witnessing, or being victimized--face inequitable access to school-based resources and opportunities aimed at academic growth and empowerment. This article conceptualizes school bullying as a social justice issue and explores the concepts of culture-based intolerance and bullying. We offer a discussion highlighting how researchers and practitioners may move forward to work with students and stakeholders in the educational setting to promote tolerance and, ideally, acceptance for children and adolescents of all cultures and creed. We posit that, to effectively and meaningfully engage in prevention and intervention programming, professionals must be willing to aid students in building awareness and understanding the injustice of discrimination according to inherent characteristics while nurturing openness and acceptance of all cultures.