Results of the literature review on bullying indicate that (1) bullies hold power over their victim, (2) there is intent to harm, and (3) teachers and students do not always agree on the frequency or effectiveness of teacher intervention in bullying situations. Results from the study challenge these assumptions inherent in the common definition of bullying. In regards to bullies holding power over their victims, student responses indicate that bullies engage in bullying behavior to become the “higher person” or achieve a leadership position among their peers. In regards to bullying involving intentional harm, the responses of the students did not always support this assumption. Some of the students indicated that the harm inflicted was accidental. Lastly, in regards to teachers and students not always agreeing on teacher intervention, students reported dissatisfaction with teacher intervention. The results of this study have several implications related to interventions and future research. Future research is needed to verify the discrepancies found and to inform intervention development. In the past 30 years, bullying has increased substantially with attention being paid to the characteristics of bullies and victims, prevalence of bullying, the negative health and mental health outcomes associated with bullying and victimization, the motivations or reasons for bullying, and beginning efforts to examine the effectiveness of prevention/intervention programs. This qualitative study investigated urban students’ perceptions of bullying. The study consisted of 30 participants from the fourth through eighth grade in an urban school system. Figure and references