Almost 70 years after Abraham Harold Maslow suggested in his 1943 work, "A Theory of Human Emotion", a child's need to feel safe in order to thrive (Maslow, 1943), educational communities, still embracing his insight, find themselves continuing to grapple with how to keep children safe-from one another. The bulk of educational research focused on effective bully intervention strategies, has been consistent in the recommendation for a research-based, school-wide and comprehensive approach (Olweus, 1993, p. 127; J. Smith, Schneider, P. Smith, & Ananiadou, 2004; Vreeman & Carroll, 2007). This study investigated the ability of a comprehensive bully prevention program, Bully Proofing Your School, BPYS, to be effective in reducing bullying in sixth grade (Epstein, Plog, & Porter, 2002; Garrity & Jens, 1997); a grade research agrees with remarkable redundancy to be at greatest risk for school bullying. The BPYS program was selected by the researcher for its stated research-based comprehensive approach; a cultural focus in addressing school bullying from a positive, pro-social perspective with specific focus on school climate; its teacher (user) friendly lessons and cost effectiveness- areas critical to the success and sustainability of a new program (Fekkes, Pijpers, & Verloove-Vanhorick, 2005). Two self-report questionnaires were administered to obtain comprehensive pre and post data regarding bullying, victimization and school climate: The Peer Interactions in Primary School (PIPS) questionnaire (Tarshis & Huffman, 2007) and the Colorado School Climate Survey (CSCS), revised elementary school version (Plog, Epstein, & Porter, 2004). The experimental group received the Bully Proofing Your School (BPYS) intervention following pretest surveys. A quasi-experimental design with both quantitative and qualitative survey data was used in this research. In this study, one hundred forty-nine sixth grade students from two suburban schools who met participation requirements participated in the study. Results revealed both groups, experimental and control, increased in school climate and were not significantly different from one another when looking at time by group (research question one); there was a noticeable dip in victimization in the experimental group from pretest to posttest, but the dip was not statistically significant (research question two); bullying did decrease significantly from pretest to posttest in the control group, but did not significantly differ from pretest to posttest in the experimental group (research question three). Two additional questions were added considering BPYS impact on student absenteeism and student (behavioral) referrals. Results revealed while both remained similar from pretest to posttest (3.5%) with regard to absenteeism, absenteeism in experimental group at posttest was slightly higher (4%) compared to the control (2.8%). Students in the control group were more likely to miss school due to fear (11%) when compared to the experimental group (4%). Reasons for fear were closely divided between fear of other students and schoolwork related fears in both groups. Results regarding intervention effect on student referrals, considerable reporting disparities between the two schools involved in this study impeded the ability to draw reasonable comparisons between the two groups for purposes of this study. [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.]