The development of digital communication through social media has created various language trends containing implied meanings, one of which is the use of the expression “at least” on TikTok. Although the expression appears to be positive, it often implies comparison and evaluation of others, which may lead to pseudo-bullying. This study aims to analyze how pseudo-bullying is pragmatically constructed through the “at least” trend on TikTok and to examine students' interpretations of its implied meanings. This study employed a descriptive qualitative design with a pragmatic approach. The participants were 32 sixth-semester students from the English Education Study Program who participated in Focus Group Discussions (FGDs). The data were collected through Student Tasks based on fifteen TikTok videos and analyzed using Grice's theory of implicature, pragmatic functions, and Brown and Levinson's Face-Threatening Act (FTA). The findings showed that most students were able to interpret the implied meanings by considering the context of the utterances. Indirect criticism was identified as the most dominant pragmatic function, while threats to positive face occurred more frequently than threats to negative face. Overall, the findings indicate that the interpretation of the at least trend depends on the context of the utterance. Therefore, the expression does not always represent pseudo-bullying, but it may be interpreted as pseudo-bullying when it conveys implicit comparison and negative evaluation.