This study examined whether participating in the ViSC social competence program is able to reduce different types of reported problem behaviors including bullying perpetration and victimization as well as promoting various social competencies in elementary school children. Two wave longitudinal self-report and teacher report data was available from 822 students (546 intervention group, 276 control group, 50% girls, M[subscript age]?=?9.30) from five intervention (23 classes) and four control (14 classes) schools. Multilevel growth models revealed a more favorable development of the ViSC intervention group compared with the control group in three student-reported and all teacher reported variables. Participating in the program reduced conduct problems, reactive and proactive aggression and promoted school bonding, relationships with classmates, emotional regulation, and prosocial skills. However, the program was not effective regarding the reduction of bullying and victimization. Findings are discussed with regard to the implementation of future bullying prevention programs and social policies in Turkish schools.