This qualitative study applied social learning theory to explore the phenomenon of teacher to student bullying. The study sought to understand teacher to student bullying from the perspective of six elementary school principals from one mid-sized school district in Southern California, specifically within the classroom management strategies they most commonly espouse. Additionally, the study aimed to identify support provided by principals to teachers who bullied students as well as victims of teacher to student bullying. Patterns based on responses were organized into emergent themes and charted. Despite evidence that teacher to student bullying is a pervasive problem in education, few principals purported it was an existing issue at their schools; however, the sensitivity of the topic matter did not prevent them from conceding it frequently occurs in schools, but under the radar of most people. The respondents provided divergent definitions of bullying based on intentionality and frequency, which were the most referenced caveats. However, all alluded to bullying as the assertion or reassertion of power, hierarchy, or dominance. The most frequently espoused classroom management "rule of thumb" fell within the category of positivity, which included positive reinforcement and feedback, and maintaining positive demeanor when engaging with students, even when taking disciplinary action. The least referenced strategy was modeling expected behavior, which principals described as teachers expecting of themselves what they expected of students. The findings suggest principals require additional support with teacher to student bullying, particularly regarding preventive and responsive action. The majority of principals cited general "high expectations" as their primary preventive measure, implicitly suggesting consequences for bullying behavior. However, such data leads to questions about whether or not couching expectations for appropriate and inappropriate conduct are effectual preventive measures. The study also found responsive support was not being provided to students after victimization. Three of the principals mentioned steps were taken after official complaints were submitted, such as interviewing students and moving students into different classrooms at the request of parents. No further support for victims of teacher to student bullying were found in 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.]