Background: In June 2002, the State of Connecticut General Assembly (CGA) passed Public Act 02-119, An Act Concerning Bullying Behavior in Schools and Concerning the Pledge of Allegiance. Section 1 mandated that each local and regional board of education (school district) develop a policy to address bullying in its schools. Conn. Gen. Statute Section 10-222d was amended in 2006. Connecticut's school districts have responded by developing bullying policies. School administrators (e.g., principals and assistant principals) are expected to implement these policies at the building level. Although it has been over four years since the passage of Public Act 02-119, a state-level analysis of school district bullying policies has not taken place. Little is known about the ways in which schools implement their policies (e.g., make provisions for anonymous reporting, investigate acts of bullying, intervene). Purpose: The purpose of this study was to explore and describe public school principals' reports of: (a) their experiences with implementing the state's anti-bullying law (Conn. Gen. Statute Section 10-222d), (b) related aspects of their school climate, (c) the anti-bullying curricula and programs in use in their schools, and (d) school personnel's need for related training and technical assistance. Setting: Connecticut, 2007. Study Sample: 192 public school principals. Research Design: Descriptive; Statistical Survey. Data Collection and Analysis: Researcher developed questionnaire, "Bullying and School Climate Survey"; descriptive statistics. Findings: Slightly more than half of respondents indicated that their districts had put into place all of the various policy elements as prescribed in the law, with nearly all of the respondents reporting that several elements were in place. Notably, there was unevenness related to participants' reports of full implementation of all of the provisions. In other words, no single element was reported by all participants (i.e., 100%) as being included in their district policies. Conclusion: The policy implementation phase is a critically important time for reflection, analysis, and decision-making about issues that ultimately affect the policy's effectiveness. Citation: D. J., Nestler-Rusack, D., & Freiberg, J. (2007, October). Public school principals' experiences with interpreting and implementing Connecticut's anti-bullying law (CGS Section 10-222d): A statewide survey. Paper presented at the 38th Annual Northeast Educational Research Association Conference, Rocky Hill, CT. Appended are: (1) Connecticut General Statutes Sec. 10-222d Policy on bullying behavior; and (2) Bullying and School Climate Survey. (Contains 14 tables and 2 footnotes.)