Based on a small qualitative study, this article focuses on understanding the rules for cell phones and other social networking media in schools, an aspect of broader research that led to important understandings of teacher-student negotiations. It considers the rules that schools and teachers make, the rampant breaking of these rules, the self-imposed boundaries that students internalize, and the negotiating of rules based on relationships. Although schools and teachers set rules that define appropriate behaviors with social digital networks, it also appears that students and teachers frequently negotiate the boundaries through relationships founded on trust and respect. Situated within critical sociocultural theory, my research suggests possible pedagogical strategies around these issues.