The purpose of this study was to explore bullying experience of students with disabilities in inclusive classroom and to examine which factors indicate their experiences of bullying. Total 167 teachers of elementary, middle, and high school students with disabilities participated in this study to complete the survey on their students’ experiences of bullying, which were divided into four types of bullying, including, physical, verbal, social, and sexual bullying. Demographic information of students and teachers were also collected. Results from the study show that school level, gender of students and types of disabilities could indicate students’ experience of bullying. Specifically, result of logistic regression analysis indicated that elementary and middle school students with disabilities are more likely to face a significant risk factor for victimization as well as bullying than highschool students. Moreover, boys with disabilities in inclusive classroom are more likely to be particular risk for bullying than female students. Implications for further studies and practice were provided.