This study was conducted to understand bullying from the perspectives of both the bullies and the bullied. Using a narrative inquiry approach, it explored the lived experiences of student bullies and their victims in a public secondary school. The research examined the emotional and social impacts of bullying, the underlying reasons for such behavior, and the coping strategies employed by those involved. Participants were purposively selected through referrals from school guidance counselors, class advisers, and official incident reports from the previous academic year. Victims were identified based on documented cases of repeated verbal, physical, or social aggression, validated by guidance records and teacher observations. Bullies were identified based on at least five documented behavioral incidents and confirmation from guidance personnel. The study was ethically conducted, with clearance from the school’s Ethics Review Committee and oversight from the guidance counselor. Confidential interviews were held in safe settings, and both parental consent and participant assent were obtained, followed by debriefing and support sessions. Findings revealed that bullies often perceived their actions as harmless but later experienced guilt, while victims reported emotional distress, fear, and academic difficulties. Contributing factors included social media influence and lack of support systems. Despite these challenges, victims coped primarily through avoidance and peer support. The study underscores the need for empathy-building programs, safe reporting mechanisms, and enhanced counseling services in schools.