This study aimed to acquire a better understanding of the personal and contextual characteristics that could affect educators’ reports and perceptions of student-to-student bullying behaviors. This study included two hundred and eighteen early childhood educators working in daycare centers for children from 2-and-a-half to 4- 5 years old in Greece. Preschool Peer Bullying Scale-Teacher Form (PPBS-TF) questionnaire was used to examine educators’ reported student-to-student bullying experiences in Greek childcare centers. This study’s results concerning student-tostudent bullying involvement indicate that there were gender differences in the participants’ perceptions of bullying behaviors. This information could be useful in understanding better this phenomenon and its relation to gender.