The nation's K-12 schools are faced with numerous critical challenges, such as elevating academic achievement, and meeting No Child Left Behind state standards (Kowalski et al., 2008). But bullying in schools is becoming one of the most challenging issues that school personnel are encountering. In a Stanford University, study it was revealed that nine out of ten elementary students have been bullied by their peers (Conger, 2007). This major problem with incidents involving the bullying of students on school campuses is becoming increasingly more frequent as indicated in a study by the American Medical Association. The study indicated that 3.7 million children engage in bullying, and more than 3.2 million suffer as victims of "moderate" or "serious" bullying every year (Cohn & Canter, 2003). This is a sad reality because these are the incidents that have been reported. There are many bullying incidents that are unreported. The purpose of this study was to examine and compare the bullying of students and its impact on school performance in six elementary schools in South Carolina. The following five research questions were addressed in this study: 1. Is there a difference in bullying-related leadership practices with third grade students in low-performing and high-performing schools? 2. Is there a difference in bullying-related leadership practices with fourth grade students in low-performing and high-performing schools? 3. Is there a difference in bullying-related leadership practices with fifth grade students in low-performing and high-performing schools? 4. Is there a difference in bullying-related leadership practices with third, fourth, and fifth grade students in low-performing and high-performing schools? 5. Is there a relationship between the responses on each bullying-related survey item with the type of school (low-performing versus high-performing school)? The participants in this study were teachers from six schools. The target population for this study included approximately 100 certified teachers of grades three, four and five representing six schools in South Carolina which consisted of high and low-performing schools and varied amounts of bullying. Three schools had successfully met AYP and three of the schools had not met AYP during the 2009 school year (SC DOE, 2009). The survey instrument was developed by the researcher, and was developed around relevant information gained from an extensive review of the literature. A five-point Likert scale was used to collect information. The original questionnaire was pilot tested by a group of ten educators. The survey instrument was then administered to certified teachers of third, fourth or fifth grades in the six selected schools. Quantitative data were analyzed using descriptive statistics and independent t-tests to organize and summarize statistics in the survey sample. The data indicated that regardless of the school type, teachers perceive that the teachers in their school have a bullying problem. The data for all teachers and data disaggregated by school type and then by grade level showed that "Teachers in my school do not have problems with bullying in their classrooms" received the lowest rating each time. When looking at leadership practices that are directly related to bullying, the principals from high-performing schools were perceived more favorably than the principals from low-performing schools in the 3rd grade, 4th grade, and all grades (3rd through 5th). There is also statistical evidence that principals from high-performing schools are perceived to deal with bullying directly and are perceived as change agents in dealing with bullying issues (provides sense of direction for improvement) more than principals from low-performing schools. The Conceptual Framework was based upon the review of the literature which identified practices to assist educators in the prevention of bullying in schools (Anderson & Dexter, 2005). Such practices as well as targeted intervention are stated in the research to be some of the best practices in supporting educators (KYCSS, 2010). [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.]