More than ever, schools and families are embracing technology as positive aspects of creativity and collaboration. In a recent study, 78% of parents perceived technology as a constructive learning tool that has the potential to propel children toward highly successful lives and careers (Family Online Safety Institute, 2015). The increase in one-to-one device programs and recent government initiatives calling for upgraded connectivity, access to learning devices, increased support for teachers, and greater digital learning resources are evidence of a growing acceptance of technology in schools. While digital technology use continues to increase, what remains unclear is if students actually know how to use these tools safely, responsibly, and ethically. Similarly, many adults are not up-to-date with changing technological developments, nor are they prepared to have Internet safety and ethics discussions with young technology users. With the growing presence of Internet dangers, such as cyber victimization and sexting, it becomes evident that adults need to be aware of and understand Internet safety, as well as accept joint responsibility to keep youngsters safe. Using a qualitative, conversation analysis, the authors focused on the ways in which parents and teachers were invited to an Internet safety and digital citizenship professional development workshop, which included investigation of the structures of interactions between these two. The results provided insight into how adults view their role in providing safe online and offline learning environments for children, as well as beliefs for increasing their self-awareness of Internet safety and knowledge.