Egyptian children are no exception to their peers worldwide in facing bullying. However, bullying has been poorly researched in Egypt (Goryl, Neilsen & Sweller, 2013). Bullying is commonly defined as an aggressive behavior that is intentional, repeated for a long time and involves an imbalance of power. It can have negative effects on children\u27s physical and psychological health and can even escalate to the tragedy of suicide. Teachers often serve as students\u27 first line of defense against bullying. Therefore, the purpose of this research was to examine Egyptian teachers\u27 perceptions of bullying in order to better understand how they deal with it, specifically how teachers view bullying, what kind of bullying interventions they employ at school, and how strongly are they committed to take an action towards bullying prevention in schools. Elementary teachers in a private school in Cairo responded to a survey on knowledge and attitudes towards bullying (n = 90, return rate = 60%). The study used the Bullying Attitude Questionnaire Modified (BAQ-M) (Yoon & Kerber, 2003) to create five vignettes that assessed teachers\u27 attitudes towards bullying. In addition, six female teachers and seven male teachers were interviewed to gain a deeper understanding of teachers\u27 perceptions of bullying identification, intervention and prevention. Findings showed that most teachers had misunderstandings about the criteria of bullying and how to define it, but they showed good awareness of the factors that influence bullying behaviors. Teachers implemented a variety of bullying intervention strategies with punishment being the most common strategy. They experienced many challenges, such as lack of support from parents, that made them hesitant to intervene in bullying situations. While the school did not have anti-bullying policies, teachers were eager to attend training workshops about bullying and gave many suggestions for improving bullying prevention. Based on these findings, a bullying prevention program that involves a training was developed to create social change by providing education and promoting self-efficacy for teachers faced with the challenges dealing with school bullying. Further research is needed to gain deeper understanding of the perceptions of all entities involved in bullying from different backgrounds
