Bullying has been a pervasive problem since the beginning of human history, however, with the advent and progression of technology, bullying has evolved. Cyberbullying is defined as "behavior performed through electronic or digital media by individuals or groups that repeatedly communicate hostile or aggressive messages intended to inflict harm or discomfort on others" (Akar, 2017). Unlike traditional bullying, those who use cyberbullying can reach their victims any hour, any day, and with complete anonymity. The purpose of this study was to investigate and compare parent and teacher perspectives regarding the prevalence and perceptions of cyberbullying. Participants included seventy-two parents who had children attending, and twenty-five teachers teaching at, elementary schools, middle and high schools, and colleges from around Southern California. Child on child aggressive behavior is performed through verbal, physical, social, and/or cyber actions. Contributing factors which add to a youths antagonistic and sometimes violent attacks on another, and the consequences their actions have on their victim, are examined in this mixed-methods study. Using the Cyberbullying Questionnaire for Parents and the Cyberbullying Questionnaire for Teachers, the researcher used a combination of twenty-three quantitative linear scaled questions, two qualitative questions, and two qualitative statements, to analyze their prevalence and perceptions on cyberbullying. [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.]