The purpose of this research is to define the relationship between features of a learning organization in formal educational institutions in Turkey, specifically primary schools, and workplace bullying of teachers in these institutions. The scope and sampling group of the research are teachers in primary schools. Two different scales are used in the research. The first one is the questionnaire that measures "Organizational Learning," as developed by Silins, Mulford and Zarins (1999). The other scale is the Negative Acts Questionnaire (NAQ) developed by Einarsen and Raknes (1997). The research detects that the lowest score among the organizational learning sub-scales is for a "trusting and collaborative climate," and the highest score is for "taking initiatives and risks". There is a negative and significant relationship between sub-scales of "trusting and collaborative climate" and teachers that are exposed to workplace bullying related to "duty," and that there is a negative and significant relationship between total scores of organizational learning and bullying total scores. (Contains 7 tables.)