Background: Don't Laugh at Me, (DLAM) is a school-based, character education program, which addresses bullying behavior through role-playing and other methods. Purpose: The present study was conducted to examine the effectiveness of DLAM on decreasing bullying behaviors and increasing school connectedness. Research Design: After receiving university IRB approval, 1048 students in grades 1 through 6 at two midwestern schools were surveyed regarding bullying behaviors and school connectedness. Half of students participated in DLAM. The survey instrument was developed based on a comprehensive review of the literature and tested for content validity. The survey consisted of 23 questions and six sections examining 1) feelings toward school, 2) student behaviors in class, 3) self-behaviors in class, 4) student perceptions of safety, 5) perceived importance of preventing bullying, and 6) demographics. Teachers distributed pretest surveys in class to all students in 1st through 6th grades. The survey items and instructions were read verbatim to increase internal validity of the evaluation by minimizing potential difficulties from student reading abilities. Posttest surveys were distributed according to the same pretest administration procedures. Results: A total of 1048 surveys were completed, resulting in an overall response rate of 100%. There was an even distribution between the experimental group (48.2%) and the control group (51.7%). Of respondents, 53.0% were male and 46.7% were female. First grade comprised 15.8% of the sample, 12.6% were second graders, 16.9% were third graders, 18.7% were fourth graders, 18.2% were fifth graders, and 17.6% were sixth graders. From pretest to posttest, results indicated that there was no significant difference between the experimental group and control group regarding school connectedness F(2, 1040)=.180, p=.835. Students from the experimental group and control group reported liking their school and feeling happy coming to school. Regarding bullying behaviors, results showed there was no significant difference between the experimental group and control group regarding bullying behavior F(3, 1012),=.288, p=.834. Students reported saying mean things to someone in class “never or almost never.” Results revealed there was no significant difference between experimental groups and control groups regarding perceived importance of reducing bullying behavior F(6, 1015)=.559, p= .763. Students from the experimental group and control group felt it was important to stop bullying, ridiculing, teasing, and put-downs. Conclusions: DLAM was not effective in decreasing bullying behaviors and increasing school connectedness. Implications of these findings and recommendations for bullying prevention will be offered at this presentation.Keyword(s): elementary issues, measurement/evaluation, violence/prevention