The purpose of this study was to examine an abbreviated model of the Bully Busters Teacher Training Program (grades 6-8), paired with an added module designed to meet the needs of students with disabilities. The participants in this study were 14 teachers at a middle school in the Midwestern part of the United States. With regard to bullying prevention and intervention for all students--including those with disabilities--teachers completed pre-test and post-test assessments evaluating their self-efficacy and expectations as related to successfully intervening in a bully victim conflict, knowledge and use of bullying interventions, and perceived frequency of bullying in the school setting. Data analyses revealed that teachers' self-efficacy, expectations for student behavior, and knowledge and use of bullying interventions significantly increased following training. Comparisons with existing bullying literature and implications for practice are discussed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]