Abstract: The US Department of Education, National Center for Education Statistics (NCES), requested testing of questions about school bullying that are part of the School Crime Supplement (SCS) to the National Crime Victimization Survey sponsored by the Bureau of Justice Statistics. The main purpose of this cognitive research was to test proposed changes in question wording to be consistent with the Centers for Disease Control’s (CDC) definition of bullying (including cyber-bulling) (http://www.cdc.gov/violenceprevention/pdf/bullying-definitions-final-a.pdf). The long-standing SCS question about bullying did not include the concepts of repetition or power differential, and NCES was interested in testing whether and how these concepts could be added to the bullying items. Two versions of a questionnaire with this accommodation were tested. One version maintained the original question on bullying and added two new follow-up questions to capture these two components (this would help preserve the time trend). The other version used a single new question on bullying that included the two new components. No fatal flaws were identified in either version. Each had its potential drawbacks but there was no evidence was found. Nonetheless, the two adapted question sets are ideal candidates to explore in a split-ballot field test to examine prevalence and impact.