This thesis examines the role of school teachers and their experienced prerequisites for working against bullying and harassment among students. Previous research shows that teachers play an important role when it comes to bullying intervention and therefore the aim of this study has been to further examine how school teachers look upon their own role in regards to the work against bullying. What factors do they perceive as support for their work and what difficulties do they encounter are questions that has been asked. The data that has been used consists of in-terviews with teachers from six Swedish schools and the responses has been analyzed through an organizational perspective. The results show that school teachers experience of their prereq-uisites for dealing with bullying and harassment among students vary depending on different organizational factors. The relationship between the organisations structure and culture has been identified as playing an important role for the teachers perceived prerequisites. Future research is necessary to further understand the complexity of bullying and the work necessary for reduc-ing its occurrence.