Children are increasingly exposed to malicious actors online that could cause digital or even physical harm. Research shows that children know little about cybersecurity, but national organizations are emphasizing cybersecurity education. Practitioners have taught cybersecurity in many ways; however, none have utilized social robots to engage students in interactive storytelling around cybersecurity concepts, which may hold promise for supporting student learning. In this study, we first examined the role of interactive storytelling on a social robot to support student learning of key cybersecurity concepts, (i.e., safety, privacy, and security). We subsequently investigated students' perceptions of a social robot in their classroom. Through a series of quantitative and qualitative analyses, we investigated these questions before and after the introduction of a social robot and associated lessons in cybersecurity classrooms. Findings indicated that children do learn from and enjoy learning about cybersecurity from a social robot although content should be original and age-appropriate.