Aim: This research sought to determine the significance of reputation in the lives of bullies particularly in relation to the social purposes it serves and the goals that are met through its enhancement. Method: One hundred and thirty-two (62 males and 70 females) Western Australian Grades 5, 6 and 7 primary school children completed the Reputation Enhancement scale. Of these students, 38 had official records of suspension from school for bullying peers. Major Findings: A multivariate analysis of variance revealed significant differences between bullies and nonbullies in their reputational orientations. Bullies admired peers involved in nonconforming activities and believed that peers of the same age held similar views. Furthermore, these bullies believed that others perceived them as nonconforming and as breaking the rules, and they (i.e., the bullies) ideally wished to be perceived in this way. These findings are discussed in the light of reputation enhancement theory as a motivator for bullying and the approaches that schools might take to address it.