The purpose of this study was to understand how public high school students define bullying. Traditionally, the manner in which adults have defined bullying may or may not resonate with the perspectives adolescents have when experiencing bullying. This study was a qualitative, phenomenological case study on how high school students conceptualize and define bullying. Researchers utilized hermeneutic phenomenology to understand student perspectives on bullying. The data sources were essays, focus groups and individual interviews from 55 student participants in the U.S. at a Class A public high school in the Midwest. Students also discussed how they differentiate between teasing and bullying. A new definition of bullying and teasing emerged from student voices.