This paper explains the role of female bias in the rise of adult bullying in workplaces, including those in education. The 2014 and 2017 Workplace Bullying Institute surveys show growth nationally in this phenomena with respondents becoming more aware of its occurrence (Namie, 2014; Namie, 2017). The paper specifically reviews and examines the findings in literature pertaining to females and their roles in perpetrating and perpetuating adult bullying while also including the unpublished statistical results of a 2016 non-experimental quantitative study done in all 850 Illinois public school districts (excluding charter and private schools) for which the results are still relevant today. Via an online survey Illinois superintendents and board members were asked to provide their perceptions of any adult bullying that might be occurring in their districts, who they perceived to be the perpetrators and targets, their perceptions as to the most used tactics and the resulting effects on victims. Data was disaggregated by age groupings, role, and gender; however, the study results discussed in this paper are those relating to females. These results make a noteworthy contribution to the literature on female adult bullies in K-12 educational institutions because: 1) They provide an understanding of the potential and reality of female adult bullying in public school districts; 2) the study results pertaining to females concur with the results from other surveys and research; and 3) Sorrell (2017) found that there was a significant relationship between adult workplace bullying in schools and student bullying in schools. Sorrell's findings (2017) and this study's findings underline the need for further studies on this topic to ascertain what bullying behaviors are being role modeled for students from a gender perspective and the impact of those behaviors on school effectiveness.