In this study, it is aimed to investigate the opinions of classroom teachers about mobbing behavior with the phenomenology pattern, which is one of the qualitative methods. For this purpose, 15 classroom teachers working in official public schools affiliated to the Ministry of National Education in the Mudanya District of Bursa province in 2022-2023 were interviewed. Attention was paid to the fact that the teachers participating in the study, which was carried out with the semi-structured interview technique, had worked with the school principals in different schools for at least 3 years and that their professional seniority was over 8 years. Purposive sampling method was used while determining the teachers to participate in the study. In the research, the data were collected with a semi-structured interview form developed by the researcher. Analyzes were made by determining categories and themes with content analysis. As a result of the research, it was determined that teachers were exposed to mobbing from many different groups such as school administration, administrators and their assistants, teachers, branch managers, school environment, parents, village headman and villagers. It has been determined that the mobbing applied to the teacher has different reasons according to the person who applies it and the mobbing behavior applied varies according to the people, the teacher responds to the mobbing behaviors actively or passively, is psychologically affected by what happens and reflects it negatively on the environment. Suggestions made to prevent teachers from being exposed to mobbing are classified as teacher, administration and MEB. It is thought that this study, which examines the exposure of classroom teachers to mobbing, contributes to the literature on the development of solutions by revealing the existing situation.