The phenomenon of childhood bullying is conceptualized from an evolutionary psychological perspective. In this manuscript, the research literature is examined regarding the role of the relationship between aggression, testosterone, and social status in the development and maintenance of dominance hierarchies, which involve a reciprocal relationship between physical, social, and psychological variables. The evolutionary advantage of the dominance hierarchy is explored, and it is contrasted with eminence, an alternative form of establishing social status. Childhood bullying is suggested to be one of the central mechanisms in the establishment of dominance hierarchies in school systems. Implications for prevention of and intervention in bullying for school personnel are discussed.