The pandemic, COVID-19, increased the online activity of millions of adolescents globally resulting in an unprecedented amount of youth using the internet leaving them susceptible to cyberbullying. Cyberbullying is a global issue that has severe consequences on adolescents' mental health. Teachers have a vital role in the effective implementation of cyberbullying interventions and initiatives. However, teachers' perceptions impact their behaviors and beliefs in cyberbullying prevention and intervention because they may understand the phenomenon in different ways. This qualitative study aimed to understand eight high school teachers' perceptions and experiences regarding their perception of their role in prevention or response to cyberbullying in a Southeastern state during the pandemic from March 2020 to May 2023. Data collected using semi-structured interview was transcribed, analyzed, and coded to identify themes from the perceptions provided by the participants of the study. Seven themes emerged which were: defining cyberbullying, cyberbullying occurrence, teachers' comfort level, difference with students' social skills, create strong relationships with students, actions when encountering cyberbullying, and training. From the conceptual framework of Bandura's self-efficacy theory, the findings stressed how vital professional development is create cyberbullying prevention and intervention programs that give teachers the comprehensive knowledge and confidence to stop students from bullying each other. [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.]