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Bullying in schools is a global concern with significant implications for learners' well-being and academic outcomes. In South Africa, policies such as the National School Safety Framework (2016) and the South African Schools Act (1996) address school violence. However, many teachers lack sufficient training to intervene and to support affected learners effectively. The study aimed to explore teachers' perceptions of bullying and the strategies they employ to support bullied learners. The research was conducted at a public primary school in Mtubatuba, KwaZulu-Natal, South Africa, where bullying is a common phenomenon. The study employed a qualitative case study approach, collecting data through visual participatory methods, including collages and drawings. An interpretive paradigm was used to capture the subjective experiences of participants. The Theory of Planned Behaviour guided the theoretical framework, and the thematic analysis used assisted in identifying relevant themes. Teachers acknowledged the detrimental effects of bullying but reported feeling underprepared to address it effectively.