Bullying is one of the most pervasive and severe problems in schools. Although there are numerous programs and diverse educational methods designed to reduce or prevent bullying, recent research indicates that programs directing at specific bullying-related components and targeting bullies or victims, are less likely to be effective and to have continual impacts (e.g., Vreeman & Carroll, 2007). Yamasaki and Uchida (2010) suggested the importance of the science of preventive education, and then Yamasaki, Sasaki, Uchida, Katsuma, and Matsumoto (in press) introduced the more comprehensive and universal prevention education named "TOP SELF" (Trial Of Prevention School Education for Life and Friendship) that has been developed under the science of preventive education. TOP SELF consists of the comprehensive base education and the partial optional education. This paper focuses on the bullying prevention program which is belonged to the partial optional education and aims at describing its structure of hierarchical purposes. First, we addressed psychological factors associated with bullying, and then showed the scientific evidence and/or theories of the hierarchical purposes. Finally, the limitation and future extension of our bullying prevention program in TOP SELF are discussed.