The purpose of this small-scale study was to examine whether language is a factor in the reporting of bullying behavior by young English language learners enrolled in an early childhood program of an English-medium school in China. Further investigated was whether an English-only language policy affects the reporting of bullying behavior. Participants of the study included eleven preschool students, their parents, five Chinese teaching assistants, and ten foreign teachers. Methods of data collection included student interviews and the completion of questionnaires by parents, Chinese teaching assistants, and foreign teachers. The results indicate both language and language policy are factors in the reporting of bullying behavior.