This article analyzes the cognitive constructs and behavioral attitudes of primary and secondary-level school administrators regarding peer victimization. The research’s working group consists of 10 voluntaries, demographically different school administrators. The study is designed with repertory grid interview technique which is a structured interview technique among the qualitative research methods under the phenomenological pattern. This technique aims to reveal each individual’s inner stored cognitive constructs regarding specific issue. The research was conducted in two stages and participants produced 200 cognitive constructs in total. During the first stage, the cognitive constructs produced were grouped by their similarities such as Psychological, Verbal and Physical Bullying. Then, the constructs were examined in terms of genders. Correlatively, at the second stage, 100 cognitive constructs which the school administrators produced related to their behavioral attitudes towards bullying were grouped under ten headings. These are ‘’Referring to Counseling Services, Verbal Warning, Meeting with Students, refer to Disciplinary Committee, Make the bully Apologize/ Reconcile, Ignore, Giving Advice, Meeting with Student, Meeting with the Class Teacher, Directing to/Excluding from the Social Activities’’. At the end of the research, the findings are discussed according to the literature. Finally, some recommendations have been developed. This study provides a concrete example of a reflective practice approach that is both theoretically grounded and tied to bottom-up issues that are of interest to school administrators and researchers on peer victimization.