The aim of the paper is to analyze the factual and supposed peer violence of seventh and eighth grade students in one elementary school and analyze it as the student's perceived relationship between students and teachers as one of the elements of school culture. According to the research goal, there are three hypotheses by which more than half of the respondents suffer peer violence sometimes, often and almost always, and one fifth of the respondents make peer violence sometimes, often and almost always. According to the third hypothesis proposed by students, the better assess the relationship between teachers and pupils at school, the less of the suffering and perpetration of peer violence they express. In the survey participated 190 pupils of one elementary school in Koprivničko-Križevačka County. The data were collected by a questionnaire for pupils that contained particles about the relationship between teachers and pupils in the school and particles about the fact and suffering of peer violence. Data were processed by tables of frequencies, percentages and Spearman's correlation. According to the basic results of the research it was found that sometimes, often and almost always, 29,45% of pupils suffers from peer violence in the school where the research was conducted, while the same violence is doing 11,48% of pupils. There is also a low negative correlation between the three particles peers suffering from peer violence and two particles peers doing the violence with perceived relationship between teacher and pupil in school. The less the pupils are suffering from peer violence in the form of deliberate adulteration in adulthood to adults, piercing or hitting, the more they perceive the relationship between teachers and students in their school. Also, the more the pupils are doing violent acts in form of exclusion from society and hitting or inflicting other types of physical injury, they less perceive the relationship between teachers and students in their school.