This article explores the formation of school anti-bullying policy in Taiwan with the development of democratization, and draws on critical realism to explain how generative mechanisms activate policy making under the operation of party politics within the Taiwanese school system. The article describes the planning and practice of Taiwanese antibullying policy, and argues how critical realism can help bridge the gap between empirical analysis and generative mechanisms in critical policy analysis. Light is shed on an empirical inquiry into anti-bullying policy, which analyzes different ideological debates over the policy and power struggles between different policy stakeholders. A crucial attempt is to identify the generative mechanisms behind the anti-bullying policy making and elaborate on how the “generative mechanisms” embedded in Taiwanese top-down governance make social control possible in the schooling system. The conclusion reflects on the possibility of democratic schooling through the critical realist approach and praxis of collective agency for social change and human emancipation between political governance, policy research, and school practice.