This quantitative, descriptive study investigated teachers’ perception of bullying. A correlational survey design assessed baseline perception of bullying, agreement with the scientific accepted and published definition of bullying, perceived self efficacy to model prosocial behavior and perceived self efficacy to respond to bullying behavior. Correlational analysis was used to analyze the relationship between the baseline recognition of bullying behavior and agreement with the scientific accepted and published definition of bullying. Correlational analysis was also used to analyze the relationships between agreement of the accepted and published definition of bullying and perceived self efficacy to model prosocial behavior as well as agreement of the accepted and published definition of bullying and perceived self efficacy to respond to bullying behavior. Regression analysis was conducted to see if any of the demographic variables of years of experience, grade level taught, geographical area or gender were predictive of the agreement with the accepted and published definition of bullying. Results of this study showed a significant relationship between recognition of bullying behavior and agreement with the accepted and published definition of bullying. A significant relationship was also found between agreement of the accepted and published definition of bullying and perceived self efficacy to model prosocial behavior. No relationship was found between agreement of the accepted and published definition and perceived self efficacy to respond to bullying behavior. The regression analysis did not find any of the demographic variables to be predictive of the agreement with the accepted and published definition of bullying.