Researchers have documented existing relationships linking anger and violent behavior, such as the violence of student bullying. Bullying in the middle schools is a chronic social issue that increases the prevalence of students’ emotional and physical injuries, depression, criminality, academic performance failure, and suicidal and homicidal ideation. Empirical research on bullying has remained focused upon bullying prevention programs rather than the effects of cognitive-behavioral processes and anger management programs. Using the techniques of cognitive-behavioral theory, this research examined the impact of an anger management program for adolescent students aged 12 to 14 years referred by school staff for demonstrating bullying behaviors. The Olweus Bully/Victim Questionnaire (BVQ) was administered as a pretest-posttest design during a brief, 3 session anger management psychoeducational program. Secondary data were provided by an urban school district in the Midwestern U.S. on 9 participant students (mostly male and Hispanic). A correlated groups t test demonstrated that there was a statistically significant reduction of bullying behaviors as reflected in the composite BVQ scores after completion of the anger management program. Implications for positive social change include helping schools in developing anger management programs to decrease the rates of student bullying and youth violence in a more cost-efficient manner.