The purpose of this study was to examine the preparation of teacher and principal candidates to address problems created in K-12 settings as a result of cyberbullying. Participants included teacher and principal preparation students. Findings indicated that respondents were familiar with the most common forms of cyberbullying and its impact on students, but only moderately aware of the extent that students initiated acts of cyberbullying and the appropriate responses. Recommendations for policy and practice included additional training regarding the identification of cyberbullying and its impact on students and the creation of modules pertaining to cyberbullying and digital citizenship inserted into courses that address the use of technology.