It is well known that bullying is a public health issue and that it has negative consequences for students who are involved in this dynamic phenomenon. Recent government reports have shown that a total of 39 315 reported cases of bullying incidents have been reported between 2013 and 2020 in Peru, where most of the cases were physical forms and occurred in public schools. Research has shown that teachers play a critical role in bullying incidents and may influence bullying situations through functional or non-functional strategies. However, research on elementary Peruvian teachers is scarce. Therefore, the present research aimed to explore elementary Peruvian teachers and their strategies for managing physical bullying situations in relation to victims and bystanders. Results showed that teacher strategies vary when approaching victims and bystanders. Implications for possible intervention and educational policies are discussed.