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The present research aims to highlight and analyze the experience of Primary Education Teachers (Kindergarten and Teachers) regarding the phenomenon of school bullying and the victimization of children with SEN in Integration Departments. The participants were ten teachers from Kilkis Country with years of experience in education. Their common feature was that all of them have been in an integration section, either as general educators or as special education teachers. Teachers were asked to answer ten semi structured interview questions, aiming to study their experience and their attitude to school bullying phenomena that have received pupils with SEN. For the analysis of their answers, the Thematic Analysis method was used. After the transcription of the material, eight (8) themes emerged, analyzing the teachers' experiences and interpreting the perceptions and attempts to deal with bullying incidents. The participating teachers have served in schools and kindergartens for many years and have had many experiences on the subject. Their mature age was an element that helped to make comparisons with past times. They were all up to date, ready and troubled about their attitude. They presented their experiences, their concerns and they were also aware of their inefficiency in some of the reported incidents. The survey highlighted that both general and special education teachers need help and counseling from experts to address the problems that have been more complex in recent years. Ιn fact, most of them stressed the need for a school psychologist in school. It also emerged that the problematic family background favors the aggression of boys in particular. The existence of SEN in combination with some social and racial characteristics intensifies the phenomenon of intimidating incidents. It has also been emphasized that indirect forms of intimidation, such as exclusion and verbal comments, are more common and more serious at these ages. Indeed, it was mentioned by all participants that the appearance and obvious problems of speech and movement are characteristics that can cause the perpetrator. All participating teachers admitted that their personal experiences and their long experience were decisive in their attitude. Everyone has been reminded of the important contribution of child observer both supportive and dissuasive to the intimidator. From what they say, there were no passive receivers, but instead they tried to cope with the best of the incidents. This fact of constant anxiety and concern as well as the continuous effort for self improvement through many training actions and counseling ,is the positive conclusion of this research as it demonstrates the high interest and empathy of teachers for all their students without discrimination and limitations.