Bullying is a problem impacting students all around the world. Reflecting on Abraham Maslow's Hierarchy of Needs, an individual's safety needs must be met before they can reach self-actualization. If a child is bullied, they might not feel safe in the school. Administrators must ensure that all students receive a safe and secure learning environment. This quantitative study investigated the issue of bullying in schools and if an administrator's experience of bully victimization in childhood affects how they handle a verbal bullying situation. In this study, purposive (convenience) sampling was utilized in the administration of a modified version of Bauman et al.'s "Handling Bullying Questionnaire" (2008). The sample population included building-level administrators of students in the middle grades. The questionnaire was given to 66 middle-level principals and assistant principals working in districts located in various counties in a large northeastern state in the United States. The participants had to respond to 24 Likert-scale type questions after reading a hypothetical verbal bullying scenario. Demographics were collected on gender, service years in administration, administrative position, and childhood victimization. After the questionnaire was administered through Survey Monkey, data was analyzed for means, frequency counts, percent, and standard deviations. The survey focused around five different constructs or strategies for bully intervention. The constructs included enlisting other adults, ignoring the incident, disciplining the bully, working with the victim, and working with the bully. The data analysis found to a statistically significant degree that building-level administrators perceive themselves as highly confident and highly sensitive to handle a bullying situation appropriately. There was no statistically significant degree between data collected by administrators who were or were not victimized by bullying in child. Both groups declared that they would most likely not ignore a bullying incident. Besides wanting to not ignore a bullying incident, most building-level administrators would enlist help or discipline the bully in a verbal bullying situation. In the ancillary findings, administrators with 11 years or longer of service in educational leadership demonstrated the highest levels of perceived sensitivity and confidence with handling a bullying situation appropriately. These findings can assist central administrators in the development of their bully intervention staff development programs. Professional development opportunities can be designed to help administrators with 10 or less years of experience in educational leadership. Furthermore, training should be provided for the constructs least used by the survey's respondents. These constructs include working with the victim and working with the bully. When connected to previous studies, there is a strong recommendation to provide all staff members with training in bully prevention. Staff training should involve general education teachers, special education teachers, pupil personnel, support staff, clerical workers, and bus drivers. During the training sessions, staff should be taught about the 5 constructs of bully intervention. In addition, administrators should explain the importance of intervening in a bullying situation. Showing sensitivity and confidence in a bullying situation can help victims of bullying feel comfortable to involve staff when an incident occurs in school. Training should be broken down based on years of experience. Since administrators with 11 or more years of service showed higher levels of sensitivity and confidence, training should be specifically designed to meet the needs of each group (new versus veteran staff). By administrators working with staff to address bullying in schools, there is a greater chance that victimization will be reduced. [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.]