This qualitative study explores large, urban, mid-western principal perspectives about cyberbullying and the policy components and practices that they have found effective and ineffective at reducing its occurrence and/or negative effect on their schools' learning environments. More specifically, the researcher was interested in learning more about how principals, serving in schools with some configuration of the six-12 grand span and high concentrations of students from economically disadvantaged backgrounds, addressed off-campus cyberbullying incidents that had an on-campus effect in the absence of state- or district-level policy on the subject. The sample in this study was comprised of 23 principals (i.e. 11 females and 12 males) from the district under study. Five major themes emerged from the data: (a) Cyberbullying in the School Setting; (b) Cyberbullying Effects for the School Learning Environment; (c) Policy Components and Practices that are Effective and Ineffective for Reducing Cyberbullying; (d) Principal Authority to Address Cyberbullying; and (e) Principal Perspectives About State-, School District-, and Building-Level Anti-Cyberbullying Policies. Within these themes, subthemes also emerged. [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.]