Associations between bullying involvement and academic and behavioral indicators among youth have been established in prior research. However, how perceptions of school climate might moderate the association between bullying participant behaviors (bullying perpetration, assisting, victimization, defending, outsider behavior) and academic and behavioral indicators such as grade point average (GPA), tardies, and office disciplinary referrals (ODRs) has yet to be explored. The current study draws from Bronfenbrenner's ecological systems theory as a foundation to examine how bullying participant behaviors are associated with GPA, ODRs, and tardies. Additionally, the study examined the potential moderating effect of perceptions of school climate on these associations. A longitudinal approach was used on a middle school sample (N = 445). Results of hierarchical regression analyses indicated significantly positive associations between bullying perpetration and ODRs, as well as victimization and ODRs. Results also suggested significantly positive associations between bullying perpetration and victimization with tardies. Lastly, perceptions of school climate significantly moderated the association between victimization and GPA, victimization and tardies, and bullying perpetration and tardies by strengthening the association. Detailed findings and implications are discussed.