This article presents a systematic review of school-based cyberbullying prevention and intervention programs. Research presenting empirical evidence about the effectiveness of a school-based cyberbullying prevention or intervention program published before August 2016 was searched. Seventeen studies were obtained and reviewed. The findings showed that studies (a) originated in nine different countries; (b) consisted of different theoretical backgrounds; (c) varied in session frequency and duration; (d) included technological and non-technological strategies, or both; (e) aimed to prevent cyberbullying, intervene in cyberbullying, or both; and (f) were mostly effective in preventing and intervening in cyberbullying. The findings are discussed in terms of theory, practice, and research.