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12 TPC Digest B ullying remains a significant problem at the high school level. Students who are targets of bullying experience numerous associated negative consequences, including increased substance use, depression, and suicidal ideation. Further, student bystanders who witness bullying at school report increased mental health concerns, substance use, suicidal ideation, and feelings of helplessness. When bystanders observe bullying without intervening, they sometimes report feeling guilty and coping through moral disengagement. However, most bullying programs do not include a bystander component. Further, despite the need for bullying intervention in high school, most programs are designed for elementary and middle school students and are ineffective in high schools. In addition, many programs place high demands on schools in terms of time commitment and resources, posing barriers for implementation. Therefore, there is a need for brief bullying bystander intervention programs that have been “aged up” for high school. An example of such an intervention is STAC, which is a brief bystander intervention that teaches student bystanders to intervene as “defenders.” The STAC acronym stands for the four intervention strategies taught in the program: Stealing the Show, Turning It Over, Accompanying Others, and Coaching Compassion. The goal of this mixed methods study was to add to knowledge on bullying interventions—specifically STAC—for high school students. We were interested in answering the following research questions: (a) Do students trained in the aged-up STAC intervention report an increase in knowledge and confidence to intervene as defenders? (b) Do students trained in the aged-up STAC intervention have an increased awareness of bullying? (c) Do students trained in the aged-up STAC intervention use the STAC strategies to intervene when they observe bullying? and (d) What were high school students’ experiences of participating in the aged-up STAC intervention and using the STAC strategies to intervene in bullying situations? We selected a mixed methods design to maximize interpretation of findings. Quantitative findings indicated that students trained in the STAC program (n = 22) had a significant increase in knowledge and confidence to intervene in bullying, and they reported an increase in awareness of bullying. In addition, 100% of students who reported seeing bullying also reported using at least one STAC strategy at 30-day follow-up. We utilized consensual qualitative research methodology to analyze qualitative data, which supported quantitative findings. The following four themes emerged from the data: (1) Awareness and Sense of Responsibility; (2) Empowerment and Positive Feelings; (3) Fears; and (4) Natural Fit of STAC Strategies and Being Equipped to Intervene. These findings provide implications for counselors working with high school students. Our findings indicate that high school students are invested in helping reduce school bullying and can do so effectively. High school counselors can find encouragement in this and implement bystander intervention programs like STAC. Counselors outside of the school setting can also utilize the STAC strategies to empower their clients with tools to intervene in bullying. Overall, this study provided support for the aged-up STAC intervention as an anti-bullying approach that is appropriate for high school students. April D. Johnston is a doctoral student at Boise State University. Aida Midgett is an associate professor at Boise State University. Diana M. Doumas is a professor at Boise State University. Steve Moody, NCC, is an assistant professor at Idaho State University. Correspondence can be addressed to April Johnston, 1910 University Blvd, Boise, ID 83725, aprilwatts@u.boisestate.edu. A Mixed Methods Evaluation of the “Aged-Up” STAC Bullying Bystander Intervention for High School Students April D. Johnston, Aida Midgett, Diana M. Doumas, Steve Moody