Although relational aggression/bullying and the social-psychological consequences of being a victim or bully have been acknowledged in the literature for many years, it is only now beginning to be discussed in the school setting as being as serious a concern as physical and verbal bullying. Due to an epidemic of incidents across the world associated with bullying, including school shootings and suicides, school systems are beginning to understand the importance of developing and implementing anti-bullying programs that work toward the prevention and intervention of all bullying. However, most programs fail to include components aimed at targeting relational forms of aggression Teacher reluctance to intervene in relational bullying situations has been documented at the elementary and middle school levels. A total of 224 in-service teachers from three Midwestern high schools and 163 pre-service teachers from a large Midwestern university completed an adapted version of the Bullying Attitudes Questionnaire, originally created by Craig, Henderson, and Murphy in 2000, and modified by Yoon and Kerber in 2003, was used to assess how likely in-service and pre-service teachers would be to view situations involving physical, verbal, and relational bullying as serious, how sympathetic they would be toward victims in those situations, and how likely they would be to intervene in those situations. Both in-service and pre-service teachers viewed physical and verbal bullying as more serious, were more sympathetic to victims, and were more likely to intervene than with situations involving relational bullying. The in-service high school teachers rated all forms of bullying as more serious, were more sympathetic to victims, and more likely to intervene than the sample of pre-service teachers. The implications of the study include the need for training in recognizing and responding to relational bullying for both pre-service and in-service teachers, the importance of including relational bullying in prevention and intervention efforts as well as school policy measures, and further efforts aimed at awareness of the detrimental effects on both victims and perpetrators involved in relational bullying.