This action research project report examined all forms of bullying behaviors and ways to reduce those behaviors. The project included 63 students from both a high school health class and a 6th and 7th grade middle school homeroom. The research was conducted from September 17, 2007 through December 14, 2007. In the specified locations, female to female bullying was the most noticeable problem at both the 6th grade level and the freshman level. The tools used to document evidence of bullying behaviors included an observation log, a parent survey, and a student survey. The observation log showed that the most common bullying behaviors overall, were name-calling and gossiping. The student survey showed that almost half of the kids had been bullied at some time, and were typically bullied once per quarter. The parent survey showed that half the parents thought bullying was a problem and one fifth of those parents complained to the school about bullying. These behaviors negatively affected the safety students felt at school as well as the classroom environment. A variety of intervention strategies were used to both educate about and combat the bullying behaviors throughout the schools. In the first intervention, students defined both verbal and physical bullying behaviors, and then brainstormed everything that could be classified as bullying and created a concept map using verbal and physical bullying as the two main headings. In the next intervention, students determined hot spots for bullying activity and brainstormed ways to reduce bullying in these areas. In the third week, students role played bullying situations, taking turns as either the bully, victim, or bystander, and as a class gave ideas as to how to deal with the different situations. In the fourth week, students created anti-bullying posters, which they hung up around different bullying hot spots around the schools. In the next week, students filled out surveys of how their week went pertaining to incidentsof bullying, whether observed or experienced. In the next week, students got in groups and wrote an anti-bullying rap song, which they performed to the class throughout the week. In the next intervention, students read a story about a bully, a victim and a teacher's decision as to how to deal with it, and the students answered moral questions pertaining to the story. In the last two weeks, the students took a self-esteem test, which gave them an accurate reading about how they felt about themselves, and they wrote a PMI summary of everything they had learned from this study. The students reported that they had felt more comfortable dealing with bullying situations and the results show that the amount of bullying had decreased from 147 instances in the pre-doc, to 101 in the post doc, a decrease of 31%. The amount of verbal bullying, especially name-calling and gossiping decreased the most, 39% and 21% respectively. Through the interventions the participants increased their awareness of bullying and readiness to handle bullying situations. It was concluded that the interventions were successful in creating a safer environment and a more positive classroom climate. The results maintained our initial purpose of the research and interventions. The following are appended: (1) Anonymous Student Survey; (2) Anonymous Parent Survey; (3) Teacher Observation Log; (4) Bullying "Hot Spots"; (5) Anti-Bullying Posters; (6) My Week at School; (7) Anti-Bullying Rap/Poem; (8) Bully Story; (9) Self-Esteem Quiz; and (10) Self-Esteem Analysis. (Contains 13 tables and 13 graphs.) [Master of Arts Action Research Project, Field-Based Master's Program, Saint Xavier University & Pearson Achievement Solutions, Inc.]