The perceptions of teachers and students regarding relational aggression were examined, with a particular focus on attributions toward relationally aggressive students. Data from both teachers and students in a Southeastern Ohio middle school was used as part of this investigation. Specifically, teachers’ and students’ perceptions of relational aggression were assessed through self-report questionnaires, including measures of frequency, harmfulness, normativeness, severity, acceptability and attribution factors. Perceptions were compared between students and teachers to determine if differences exist between the two groups. Factors that may influence perceptions were investigated, such as individual characteristics, exposure to aggressive behavior, and gender norms. In addition, this study examined the influence of these factors on the formation of attributions regarding relationally aggressive behaviors among students. Results demonstrated that teachers and students reported similar frequency of witnessing relational aggression, but perceptions of harm and acceptability differed between the two groups. Gender differences existed in several aspects of perceptions. It was also found that the level of exposure and type of experience with relational aggression was associated with perceptions and attributions.