A key finding included the two-dimensional model that provides a distinct framework to conceptualize and analyze teachers’ responses to bullying; this unique model allows for concurrent examination of both teacher intent and teacher involvement without solely focusing on the type of bullying or involved students. This multidimensional model provides researchers and educators with a comprehensive and potentially valuable way to explicitly categorize and evaluate the effectiveness of teachers’ responses to bullying. Teachers did not report ignoring bullying situations as an implemented strategy, a response often stated by students and teachers. Teachers feel less comfortable reporting the use of this approach during an interview when compared to completing anonymous surveys that include ignoring the behavior as a provided response. Students reported higher frequencies of bullying than teachers; participants often noted that students were surprised to learn that their teachers perceived their behavior as bullying. For example, when approached by their teachers for engaging in a bullying incident, students frequently stated that they were just teasing and were not trying to be hurtful. Although frequency was not directly assessed, these findings suggest differences in teachers’ and students’ definitions and perceptions of behaviors constituting bullying. Data were collected from 30 teachers, fourth through eighth grade, using indepth interviews. Figures and references