Cyberbullying remains a significant issue in school environments, impacting students of diverse backgrounds. The problem addressed by this study was that despite the proven effectiveness of traditional bullying interventions within the school environment, the ability of teachers to identify incidents of cyberbullying and apply intervention methods is deficient. The purpose was to enhance teachers' awareness of cyberbullying and improve their efficacy by exploring perceptions of training adequacy. This study employed a qualitative exploratory case study approach guided by Bandura's social learning theory, which delved into how teachers acquire knowledge and behaviors related to cyberbullying and emphasized the social context of learning. Interviews were conducted via Zoom, with eight, sixth through eighth-grade teachers providing answers to semi-structured qualitative interview questions. Data were analyzed using NVivo, resulting in nine key themes, including the prevalence of cyberbullying, effectiveness of current training, and best practices and successful interventions. Three research questions guided the study: RQ1: What are teachers' perceptions of the extent of cyberbullying in their school? RQ2: What are teachers' perceptions about the current anti-bullying training's efficacy within their school district? RQ3: What is needed to improve the effectiveness of existing cyberbullying training? The findings unanimously acknowledged the prevalence of cyberbullying among middle school students, emphasizing its pervasive nature. Furthermore, 87.5% of participants underscored the importance of training delivery, highlighting its critical role in addressing cyberbullying effectively. Additionally, teachers' recommendations, emphasizing the integration of restorative justice practices and the promotion of student-led initiatives, were revealed. These align with prior research, emphasizing the importance of comprehensive training and support systems for teachers and accentuating the significance of nurturing positive relationships and fostering accountability among students. Recommendations for future research include developing innovative training modules, personalized learning approaches with mental health professionals, and comprehensive long-term evaluations of engaging delivery methods and collaborative resource networks for educators. This study highlights the pivotal role of educators in fostering a safe environment and recommends the development of comprehensive training programs and collaborative initiatives to address cyberbullying effectively. The results contribute valuable insights for future research to refine training methods and foster collaborative networks in schools. [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.]