The purpose of this study was to examine teacher perceptions on cyberbullying to determine the extent to which teachers feel confident in addressing cyberbullying in schools. Further, the study aimed to examine the factors that may have an impact on teacher self-efficacy. A total of 287 middle school teachers in the southeast completed an online survey which consisted of questions about their perceptions of cyberbullying and their self-efficacy of addressing cyberbullying. The overall results indicated that teachers felt confident in their ability to manage general problem behaviors. However, if cyberbullying was reported to the teacher, he/she felt more comfortable referring the student to the counselor rather than handling it in the classroom. Results also showed that teachers indicated that they had not received training on how to effectively manage cyberbullying. However, they were not concerned about the way it was being addressed at the school level. The variable with the strongest statistically significant impact on teacher self-efficacy in addressing cyberbullying was that being prepared to address cyberbullying predicts self-efficacy in addressing cyberbullying. In addition, when engagement in classroom cyberbullying was high, preparedness was low and higher levels of self-efficacy predicted better behavior management. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]