Even though previous studies have addressed the relation between face-to-face bullying and cyberbullying, none have studied both phenomena simultaneously. In this article, we present a computer game-based method to study both types of peer aggression among youth. Study participants included fifth graders (N = 93) in two U.S. Midwestern middle schools. Students completed a self-report survey that included measures of aggression, bullying, emotions, and perceptions of school. Next, students were assigned to teams of four and completed both competitive and collaborative games. Results indicated significant correlations between survey measures and in-game interactions and showed that bistrategic players scored higher in relational aggression. These results contribute to the understanding of how face-to-face aggression relates to aggression in computer-mediated communication in middle-school students.