The problem addressed by the study was the lack of teacher-directed training in anti-bullying strategies, policies, and applications in classroom management. The purpose of this qualitative phenomenology study was to explore the lived experiences of kindergarten through 12th-grade teachers' attitudes and beliefs about teacher-directed anti-bullying training and how those attitudes and beliefs impacted their feelings of preparedness for handling bullying behaviors in the classroom. The social cognitive theory (SCT) guided the research. Data was collected using semi-structured interviews and a focus group. Eleven self-selected participants from Philadelphia and Pittsburgh who have taught for three years, or more, were interviewed. Of those participants, four participated in the focus group. The data supports the idea that teachers are not trained using teacher-directed training programs. The data also supports the need for teachers to feel prepared to handle bullying behavior for the best results. While every teacher received anti-bullying training, most training was conducted online, asynchronously, which did not allow for questions or interaction. The findings help prove the need for teachers to have more of a voice in the content needed in anti-bullying training. The research can be advanced by surveying teachers regarding what is required for the anti-bullying training to ensure teachers believe they are prepared to handle classroom bullying. [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.]