In suburban schools in Western Pennsylvania, students, educators, parents, and community members are experiencing the negative effects caused by school bullying. Some educators cannot identify bullying, do not perceive bullying as problematic, or are not trained to intervene in bullying events. The purpose of this quasi-experimental, single group, pretest/posttest design study was to determine if implementing a bullying prevention program significantly changed educators' perceptions of bullying. James's theory of self-perception provided the framework for this study to determine educators' behaviors toward bullying. Sixty presurveys and 50 postsurveys (Bully Index Scale) were completed by educators on SurveyMonkey.com. Data were entered into SPSS and a MANCOVA was performed. According to study results, there was a change in how educators perceived bullying after training and implementation of the bullying prevention program. Data analysis was used to disclose significant changes in educators' perceptions overall and between male and female educators, altering perceptions may influence positive behavioral changes. Recommendations following this study include sharing findings with the district and bullying committees and continued staff training. Educators have an obligation to understand their perceptions of bullying before interacting with students and intervening in bullying events. Therefore, a positive social change would include self-assessment and bullying prevention training for all school district employees and preservice teachers. [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.]