The purpose of this qualitative descriptive study was to explore middle school teachers' descriptions of the antecedents and consequences of bullying behavior and the intervention strategies that prevent bullying behavior among students with disabilities in a single district in the northeastern part of the United States. The study's research questions explored teachers' descriptions of antecedents, consequences, and intervention strategies that prevent bullying behaviors among students with disabilities. The theoretical model of Applied Behavior Analysis supported this qualitative descriptive study. The model demonstrates the principles of changing or eliminating challenging behaviors of students with disabilities. Data were collected from questionnaires, semi-structured interviews, and researcher notes. Data analysis was achieved by coding, categorizing, and developing themes. Thematic analysis revealed that the antecedents of bullying behaviors become consequences of bullying behavior if interventions are not provided before the antecedent behavior. Given this revelation, teachers must recognize the antecedents of bullying behavior to prevent bullying behavior in the classroom. Future studies could focus on the various types of behavior in the classroom while examining peers' approval and support of the bullying behavior. Also, a study for future research should further evaluate the intrinsic motivation of the victim to be accepted by the bully. This could be useful information to teachers to help understand and to recognize the antecedent of victims. [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.]