Cyberbullying affects almost half of the teenagers in America (National Crime Prevention Council [NCPC], 2010). The effects of cyberbullying can be detrimental to teens and may include withdrawal from school activities, illness, depression, eating disorders, or suicidal ideations (Dehue, Bolman, & Vollink, 2008; Mason, 2008). In order to effectively deal with this issue, it is imperative that front-line middle school principals are prepared to address this growing problem. The purpose of this study was to examine how middle school principals of small rural schools address cyberbullying and their beliefs on its effect on the school climate and students. This study examined what middle school principals have experienced with regard to cyberbullying and the ways in which principals have responded to incidences of cyberbullying. A qualitative design using an exploratory multiple case study approach was utilized for this study. The results of this study describe how middle school principals in a small rural setting address cyberbullying and its impact on the school environment. The results also indicate that middle school principals rely on law enforcement when addressing cyberbullying incidences and students utilize a variety of different technological tools to perpetrate cyberbullying. School climate is a major contributing factor when addressing cyberbullying and maintaining a safe environment. The researcher concluded that most cyberbullying originates off-campus with education being a key factor in its prevention. It is hoped that the results of this study may assist school leaders in addressing this threat. [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/en-US/products/dissertations/individuals.shtml.]