This study delves into the understudied realm of bullying behavior among preschool-aged children in Nigeria, with a particular focus on how parental socioeconomic status (SES) influences such behaviors. Despite the alarming prevalence of bullying in Nigerian schools, research targeting preschoolers remains scarce, leaving a critical gap in understanding early childhood bullying dynamics. By examining the correlation between household income levels, parental employment status, educational background, and bullying behaviors among preschool children, this research aims to shed light on the nuanced interplay between SES and early social interactions. Through quantitative methods and structured questionnaires administered to parents, teachers, and school administrators across urban and rural areas in Nigeria, this study seeks to provide valuable insights into the roots of bullying behaviors in early childhood education settings. The findings from this research have significant implications for educators, policymakers, and parents, guiding the development of targeted interventions and support systems to foster a safer and more supportive environment for all preschool children, regardless of socioeconomic background.