Using social identity theory (SIT; Tajfel and Turner, 1979) and social identity development theory (SIDT; Nesdale, 1999) as a framework, this study investigated attitudes towards inter-group bullying at school. Preadolescent boys and girls (n = 314) participated in a study, utilizing the short story technique, in which they were induced to identify with their own school-class, whose social status was manipulated to be high or low. A story was told in which the group engaged in an episode of physical bullying as either the bully group or the victim group. The designed out-group was another class of the same school. Attribution of blame to both the in-group and the out-group was assessed. Results showed a higher preference for the in-group when it was the victimized group. Moreover, participants blamed the high status out-group more than any other group. The results are discussed in relation to the literature about bullying and the application of SIT and SIDT to this domain.