Abstract
This study explores the perceptions and readiness of teacher candidates in Kazakhstan to address bullying in school environments, with a particular focus on the effectiveness of anti-bullying training received during their pre-service education. Using a qualitative phenomenological design, data were collected through face-to-face semi-structured interviews with 43 teacher candidates enrolled at Makhambet Utemisov West Kazakhstan University during the Spring semester of the 2024–2025 academic year. Findings revealed that while candidates demonstrated a nuanced understanding of bullying -including verbal, relational, and cyberbullying- many reported inconsistencies in their theoretical knowledge and limited practical preparedness.