Bullying in placements is a phenomenon that is reported by numerous healthcare disciplines. The limited literature on occupational therapy and student bullying accounts that incivility during placement is both widespread and significantly impacts learning. This study aimed to 1) gather data on the prevalence, type, and effects of bullying that Canadian occupational therapy students experienced while on placement, and 2) explore students' perspectives on current reporting processes and potential mitigation strategies. Using a phenomenological approach, a mixed-methods descriptive and exploratory study was conducted. An anonymous Qualtrics survey consisting of multiple-choice, Likert scale and open-ended questions was completed by past occupational therapy graduates from the years 2018-2022 across Canada. The data was analyzed using descriptive statistics and thematic analysis. The results suggest that occupational therapy students across Canada experienced bullying on their fieldwork placements. Four major themes were identified in the data including types of bullying, impact on students, student responses to bullying, and the reporting experience. Bullying had both emotional and psychological effects on students with "loss of confidence", "dreading going to placement", and "self-doubt" as the most frequently reported impacts of bullying. Canadian occupational therapy programs and academic fieldwork coordinators must be proactive in preventing placement bullying. Findings from this study can serve to inform occupational therapy academic fieldwork coordinators and placement sites on how to create safe learning environments.