Research denotes the importance of the social interest theory–based concept of acceptance of others as a key factor in increasing positive attitudes toward helping victims of bullying. However, to date, few bullying prevention programs have explicitly integrated instruction to reduce prejudice. Although most teachers will witness or experience bias-based bullying in the schools they will join as professional educators, most students are rarely exposed to these types of programs. This study investigated the effect of integrating bullying prevention and prejudice reduction content into a prevention program. Pre- and postintervention outcomes are reported on the basis of instruments that measured bullying and prejudicial attitudes. Results showed significant changes according to these measures. Implications for the use of integrated programs are presented.