The focus of this action research project report was to reduce female bullying in the school. There were 35 female participants from sixth and seventh grade, one counselor, and eight recess supervisors. This research project took place from September 4, 2007 through December 14, 2007. Some of the behaviors associated with this problem included: name calling, teasing, exclusion from peer groups, and gossiping. The evidence was documented through the use of a student survey, counselor survey, and a lunch/recess observation checklist. The tools that were used addressed the roles of bully, victim, and witness in bullying situations. The data gathered from the student survey indicated that more than 50% of students had experienced bullying. The counselor survey responses stressed the occurrence of bullying in less structured environments such as, lunch/recess, playgrounds and physical education classes. The third tool, the lunch/recess observation checklist supported the counselor responses by indicating that more than half of the students experienced some type of bullying behavior during their lunch/recess time. The intervention strategy chosen for this project was a focus group. In this group the teacher researchers used various intervention strategies to address the behaviors of the bully and the victim. Positive social interaction should be reinforced through role-playing, literature, writing, and various other assignments (Davies, 2003). To reinforce these positive social interactions during the focus group the girls participated in role-playing, journal writing, open discussions, and team building activities. Watching a movie that illustrates bullying such as "Odd Girl Out" is a good choice that can easily be applied to schools (Rosevear & Logan, 2007). The teacher researchers chose to include this movie for viewing during the focus group. The surveys that were given to students, counselors, and recess supervisors helped the teacher researchers to realize the seriousness of bullying, and that it cannot be ignored or brushed off as typical middle school behavior. The number of incidents increased in all categories except those who experienced bullying 3-4 times from pre- to post documentation. The positive social interactions that were created within the focus group indicated that if students are given "tools" to handle bullying situations they feel empowered. This empowerment seems to give them strength, as well as send a signal to the bully that their actions will not be tolerated. Eight appendixes include: (1) Student Survey; (2) Counselor Survey; (3) Observation Checklist; (4) Agenda Book Activity; (5) "Odd Girl Out" Movie; (6) "Cliques, Phonies, and Other Baloney" Movie; (7) The Gossiper Story; and (8) Cross the Line Activity. (Contains 8 figures and 4 tables.) [Master of Arts Action Research Project, Saint Xavier University & SkyLight Professional Development, Inc. Field-Based Master's Program.]