The present study aimed to examine the mediating role of school bonding in the relationship between interparental conflict and externalizing problem behaviors in early adolescence. Three hundred and twenty-one junior high school students (7th, 8th, and 9th graders) studying in Semnan in 2017-18 academic year (169 girls & 152 boys; M=13.69, SD=0.94) were selected through convenience sampling method. The participants completed the Children's Perception of Interparental Conflict Scale (Grych et al., 1992), the Youth Self-Report Scale (Achenbach & Rescorla, 2001) and the School Bonding Subscale of the People in My Life Scale (Murray & Greenberg, 2001). The structural equation modeling was used to analyze the data. Results indicated that: 1) The relationship between interparental conflict and problem behaviors was positive and significant, 2) the relationship between interparental conflict and school bonding was negative and significant, 3) the relationship between school bonding and problem behaviors was negative and significant, and 4) school bonding mediated the relationship between interparental conflict and problem behaviors. These findings highlighted the impact of school bonding in the relationship between interparental conflict and externalizing problem behaviors (aggressive and rule-breaking behaviors) in early adolescence. The findings can be utilized to develop intervention programs targeting to prevent or reduce externalizing problem behaviors.