Recognizing the negative outcomes associated with experiences in bullying at school, educational researchers, school officials, and policy-makers have called for more rigorous research on bullying in school. Research on bullying behavior in school has primarily been examined using quantitative methods. Mixed methods research in the field of education has gained ground in recent years. However, no systematic review of mixed methods studies on bullying and peer victimization has been conducted to date. The major focus of this article is to review empirical studies on bullying in schools using mixed methods. In particular, we examine research studies on bullying in schools within the contexts of "new insights," "complementary findings," and "divergent findings." Directions for conducting mixed methods research on bullying and peer victimization are also discussed.