Bullying behaviors in the workplace are marked by repeated even ts of intimidation that creates a pattern of humiliation and fear in the victim. School staff are not immune to this behavior. Although studies have been conducted on student to student bullying behavior, little research has been done concerning adult to adult bullying in the educational workplace. A qualitative exploratory phenomenological study is proposed to determine the relevance of the issue of bullying among adults in schools and to explore the effects that adult bullying has on staff members and the school organization. Organizational cultural theory, emotional intelligence and humiliation theory are used to understand the phenomenon of adult bullying in the workplace setting. Two research questions will guide the study: What are the personal and professional experiences of educators in the K-12 school systems as targets of bullying behavior in the workplace? What were the personal and professional repercussions of educators in the K-12 school systems who experienced workplace bullying? Analysis will be completed using NVivo software to locate common themes in responses. Implications for the study include potential policy implications, trainings for administrators and staff members, and the overall effects that can hinder educational progress because of adult bullying.