This study was conducted using archived data collected during the 2003-2004 school year in four elementary schools in the Southeastern United States. The original project was entitled I-CARE (Interdisciplinary Curriculum for Aggression Reduction in Education) and was designed to evaluate the efficacy of a year-long, universal, psychoeducationally-based, teacher targeted group intervention (Bully Busters). Bully Busters is designed to reduce aggression and bullying in children by training all staff and students and by modifying the school environment. The present study examined which demographic and psychological variables predict responsiveness to the intervention. The student and teacher surveys were developed for the intervention and included subscales on the following topics: school problems, school connection, bullying behaviors, victimization, happiness, confidence in choosing nonviolent solutions, parental supervision, nutrition, knowledge of intervention material, teachers' expectations for positive behavior, teacher self efficacy, and teacher rating of student behaviors. Four hundred eleven elementary students completed the pre- and posttest measures, and ratings were obtained from 393 teachers to provide a behavioral description of each student. Overall, the intervention was not effective in reducing student self-report of bullying and victimization. Conclusions and areas of further research are discussed.