Bullying is a major problem children face throughout America. It has been linked to problems including: depression, suicidal ideation, decreased self-esteem, health problems, substance use, fighting, weapon carrying, vandalism, stealing, interpersonal problems, poor school performance, absenteeism, cheating, and behavioral misconduct. Bullying behaviors often begin through family socialization including aggressive disciplinary styles and abuse. The purpose of this study was to examine school bullying in Detroit elementary schools and to investigate the relationship between students’ assessments of bullying and teachers’ assessments of students’ social development. Participants included 453 fifth-grade students in physical education at 26 Detroit schools. Students completed the previously validated Olweus Bully/Victim Questionnaire. The teachers also completed a previously validated social development instrument that used a 5-point Likert scale allowing teachers to assess four areas of students’ social development (best effort, compassion, following directions, and cooperation.). Analyses revealed that 40.4% of the 5th grade students had been bullied at least once or twice in the couple of months preceding the survey. Ten percent of students reported being bullied regularly (once a week or more). Of the students who had been bullied, 45% were physically bullied (hit, kicked, pushed), 35% were verbally bullied (name calling, teasing), and 42% were indirectly bullied (lies/rumors told, social isolation). Hispanic students were significantly more likely to be bullied than African Americans, but there were no significant differences between boys and girls in being bullied or bullying others. Hispanic students were also significantly more likely to be bullied due to their race. While 62.5% of students felt that teachers intervene to stop bullying at least “sometimes”, less than half (46.2%) of students who had been bullied told a teacher about the incident. No significant relationships were found between teachers’ reports of students’ social development and being bullied. Teachers need to help alleviate bullying in elementary school through social awareness and effective interventions. This study shows, however, that bullying goes beyond physical violence to verbal and indirect bullying, that Hispanic children are more likely to be bullied in Detroit schools than African American children, and that often children are reluctant to report bullying. Before identifying bullying intervention strategies then, it seems important that Detroit teachers first learn to identify the multi-facet, racial, and unreported dynamics of bullying taking place before adopting ameliorative interventions. Keyword(s): research, student issues, violence/prevention