Students have reported that teacher interventions in bullying situations are not sufficient, whereas many teachers have indicated that they intervene effectively when the situation is serious. For the current study, seventh grade students (N= 206) and middle school teachers ( N = 44) completed a survey assessing perceived intervention effectiveness of different teacher intervention strategies in a variety of bullying situations. The perceived hurtfulness of the bullying situations and the role of teacher self-efficacy in predicting teacher intervention practice were also analyzed. Results indicate that weight-related verbal bullying was perceived by students as significantly more hurtful than other forms of bullying. Generally, students were unsure about the effectiveness of direct teacher interventions in bullying situations. However, they were clear that when the situation was hurtful, non-intervention was ineffective. Finally, teacher self-efficacy positively predicted teacher reports that they would talk directly with students involved in bullying situations. The importance of teacher education regarding bullying issues is discussed.