This multiple case study focused on whether and how cyberbullying had an impact on students' use of technology. Analysis of the lived experiences of the participants in this study added depth to the quantitative research previously conducted by others in this area. The conceptual framework was based on social learning theory, which suggested that unless safety needs were met, adoption of technology would be hindered. How cyberbullying impacted participants' use of digital communication and learning during their adolescent years was explored, including their use of texting, Internet use, e-mail, cell phones, blogging, wikis, and social networking sites. Participants consisted of 5 college-age students from a university in a Southwestern state who were recruited based on their involvement with educational and communication technologies and their experiences with cyberbullying in primary and secondary school. Data were collected through interviews and observations of the participants' current technology use; these data were analyzed for themes, patterns, and discrepant cases. Results indicated diminished occurrences of cyberbullying toward the middle of high school, strong support from female family members that helped build resilience among cyberbullying recipients, and continued use of technology and social media without any denial of use or change in contact information. Educators and parents can use this information to support positive social change by increasing awareness, promoting greater understanding in the community of the need to support targets/victims, and helping the public at large to change its values regarding 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/en-US/products/dissertations/individuals.shtml.]