There remains a gap in research surrounding school administrators' perceptions of behavioral characteristics of bullies. Specifically, there is a lack of research that examines these perceptions by gender of administrator and gender of the bully. Using Goffman's frame theory, perceptions of behavioral characteristics of bullies influenced by school climate, gender, and experience were explored using an analogue study. Fictitious research-driven scenarios were used to examine whether there is a significant relationship among administrators' perceptions of behavioral characteristics of bullies by gender of the administrator and gender of the bully. Administrators ( N = 104) read gender specific scenarios; following this, they were asked to assess behavioral characteristics that included externalizing behaviors, internalizing behaviors, and social skills using the Clinical Assessment of Behavior-Teacher (CAB-T) rating form. A MANOVA revealed a significant main effect for bully gender for all three dependent variable scales. No significant main effect was revealed for gender of administrator, and there were no significant interactions found between gender of administrator and gender of bully. This analogue study contributes to positive social change by providing more insight into administrators' perceptions of the behavioral characteristics of bullies; such information can lead to more consistent and effective interventions. [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.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]