Although accurate assessment of bullying is essential to intervention planning and the evaluation of bullying prevention programs, assessment has been called the "Achilles' heel" of bullying research (Cornell, Sheras, & Cole, 2006). Problems have been cited about variations in definitions and time frames used, whether or not to provide an a priori definition of bullying to respondents (Espelage & Swearer, 2003; Solberg & Olweus, 2003), whether to use self-report, peer nominations, or teacher report methods (Cornell et al. 2006; Solberg & Olweus, 2003), and whether currently used measures are actually assessing the subset of peer victimization that is bullying (Greif & Furlong, in press). Cornell and colleagues (2006) concluded that bullying assessment has not been studied adequately, and this has resulted in a lack of reliable and valid measures of many aspects of bullying and associated constructs. In addition, many self-report measures are designed to assess prevalence in schools and communities, and not gathering information for intervention planning purposes with individual students who have been bullied and need assistance (Greif & Furlong, in press). Consequently, there is a need for assessment measures of bullying that provide screening for prevalence as well as a follow-up method to identify the specific experiences of chronic bully-victims. In this manual, we summarize the current methodological and psychometric issues that have led to the need for the development of our proposed multi-gating bullying assessment procedures. [This project was funded by Hamilton Fish Institute Field Initiated Studies Program: Office of Juvenile Justice and Delinquency Prevention via George Washington University.]