This qualitative case study examined the effective elements of a successful anti-bullying program through clinician and administrator perceptions. Previous studies have examined resources and interventions as curricular strategies, with some studies reflecting interventions as comprehensive programs; however, most studies do not provide recommendations that have proven to effectively influence the behavior of the bully, nor do they encompass interventions reflective of the bully's environment, which substantial research has shown to have a profound effect on bullying behaviors. To improve understanding of effective components of an anti-bullying program, research questions were posed during individual interviews, member checks, and a focus group. Results of this study reveal that education, interventions, accountability, training, and culture affect the implementation and effectiveness of an anti-bullying program. Future research may utilize this study to examine ways to improve anti-bullying programs in school districts serving students from pre-k through eighth grade. Recommendations are made to advance the understanding of bullying through the lens of diversity, the victim, the bystander, and the bully to provide a framework for the use of one comprehensive model practiced school-wide and based on the needs of all students and ongoing professional development for teachers, parents, and administrators to employ best practices. Additionally, recommendations are made for the advancement of research concerning clinician and administrator perceptions of effective elements of an anti-bullying program. [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.]