DescriptionBullying behavior has significant academic and emotional implications (Swearer, Espelage, Vaillancourt & Hymel, 2010; New Jersey Office of the Child Advocate, 2009). Using a phenomenological case study approach, this dissertation sought to understand how educators, as street-level bureaucrats, made sense of New Jersey’s Anti-Bullying Bill of Rights (ABR, 2010) given the human, social and material resources at their disposal. The lived experiences of educators in two public middle schools were illuminated. Findings suggested that the resources available at the local level impact the quality of the organizational sense making process. Therefore, context does matter. It was evident that educators, as street-level bureaucrats, have access to a significant source of power within their local community. With respect to the ABR, this power was either frustrated by fear of legal consequences or it flourished as educators acted as civic entrepreneurs (Durose, 2011). The significance of this study was that it highlighted the way that power, located within local school districts, might be harnessed to support the implementation of research-based policy initiatives. A quality sense making experience is critical. While the findings from this study are not generalizable, they may be transferable and suggest additional studies (Marshall & Rossman, 2010).