Bullying is often defined as unprovoked aggressive behavior repeatedly carried out against victims who are unable to defend themselves. Children and youth who engage in bullying behavior may have a physical advantage, higher social status, or power in numbers, whereas those who are targeted by bullies are likely to be solitary, smaller in stature, or members of marginalized groups. Researchers have suggested that children with learning, emotional, and physical disabilities are more likely to be bullied by their peers (Cummings, Pepler, Mishna, & Craig, 2006) and are more likely to experience severe and serious forms of victimization (Heinrichs, 2003). This article describes: (1) common steps taken in schools to respond to bullying behavior; (2) why these steps may be less effective; (3) a promising approach of integrating bullying prevention into existing schoolwide behavior support systems; and (4) a case study describing and showing outcomes of this integrated approach. (Contains 2 figures.)