Bullying in school settings is a major concern with approximately 22% of children in the U.S. experiencing some form of bullying (National Crime Victimization Survey, 2019). However, there is little to no current research specific to how teachers may play a modeling role through the behavior management strategies they use in the classroom to impact the likelihood and rate of bullying perpetration and victimization occurring among diverse middle school students. Additionally, while school climate has been linked to bullying perpetration and victimization, almost no research has examined how teacher strategies may impact school climate, which in turn predict bullying. This study sought to examine whether student perceptions of teacher use of positive (i.e., praise and reward) and punitive (i.e., yelling and punishment) strategies and school climate are linked to the likelihood and rates of bullying perpetration and victimization. In addition, it also examined whether school climate may have mediated the relationship between student perceptions of teacher strategies and bullying perpetration and victimization and whether gender and grade moderated these relations. Data were collected from 545 middle school students (Age: M = 13.12, SD = 0.76) from a diverse middle school in Southern California, using a multi-measure online survey administered at school. Students/families could opt-out of the survey. Data were analyzed following a two-part model suited for semi-continuous variables containing large numbers of zeros, with the first step being binary logistic regression with the whole sample, and the second step being linear regressions for cases with non-zero values using a victim-only sample and a perpetrator-only sample. Results of this study indicated that perceptions of punitive teacher strategies were linked to the likelihood of victimization, as well as the rates of perpetration and victimization for those who endorsed involvement. Perceptions of positive strategies were associated with the likelihood of victimization for those in their first year of middle school, but not for older students. Additionally, school climate was linked to the likelihood of both perpetration and victimization, but not rates. Lastly, school climate created a significant indirect effect when added to the models for positive and punitive strategies predicting the likelihoods victimization and perpetration, and positive strategies predicting the rates, and should be investigated longitudinally as a possible mediator. Overall, results supported the hypotheses that the strategies teachers use to manage behavior in the classroom and school climate may be linked to students’ involvement in bullying. Implications for practitioners and future work were presented.