Bullying in schools has received both media and scholarly attention for the past 20 years. A large body of research has identified variables associated with bullies, victims, and bully-victims in terms of predictive and preventative factors. However, less attention has been given to the role federal legislation and litigation has played in schools being held more accountable for bullying that may involve discriminatory practices based on disability. Students who have some obvious physical or cognitive disability are at greater risk for being bullied. When they retaliate, they are often considered bully-victims when, in reality, they are only trying to protect themselves in a manner consistent with their oftentimes limited skills. Students with emotional or behavioral disorders (EBD) are at particular risk for displaying bully-victim characteristics. The first purpose of this article is to describe legislative mandates and relevant litigation on bullying and harassment so that schools are better positioned to react appropriately and swiftly when bullying involving students with disabilities occurs. The second purpose is to describe evidence-based practices schools can implement for preventing bullying and responding to it appropriately.