The purpose of this literature review is to examine the research base of interventions focused on reducing bullying, aggressive, or inappropriate behavior in recess settings through behavioral-based interventions. This review extends the literature by synthesizing findings from experimental, quasi-experimental, and single-case research on the characteristics and components of effective interventions. Many of the interventions focused on social skills training of the students, with a few addressing the adult behavior of active supervision. Findings suggest that more research is needed in school recess settings to determine the effective components of interventions for students, especially for social skills, and to address the adult behavior of active supervision.