Research tells us that children involved with bullying results in both short and long-term deviant or criminal behavior and mental health issues as posit by the general strain theory. School bullying has become a significant enough concern that schoolteachers and administrators are required to become the first line authorities committed to intervening and preventing it. The purpose of this qualitative multiple case study was to seek a better understanding of school bullying at the first grade level by exploring the experiences and perceptions of those working with young children in the Western North Carolina Mountain Region. Evidence from this study demonstrates the need for additional bullying research done as early in a child's life as possible. Units of analysis was two mountain region schools with each school providing three teachers, an administrator, and a law enforcement representative (School Resource Officer) as participants. The researcher obtained data through semi-structured interviews with each participant and by reviewing relevant school programs, policies, and state laws. Previous research shows a reduction of bullying and its effects is significant if teachers, administrators, and law enforcement officials take active roles developing and implementing policies and programs that creates a safe school environment. Implications of this study adds to the current literature and helps us better understand the need to address bullying early in a child's life ultimately reducing demands on mental health and criminal justice institutions. [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.]