Cyberbullying is a modern threat that continues to plague vulnerable adolescent children. As their access to technology increases, so does their risk for cyberbullying. Schools have a unique challenge to utilize technology for learning while keeping children safe from online harassment. This mixed-methods study was designed to examine guardian perceptions of cyberbullying at the junior high level. Specifically, this included the determination of issues and concerns held by the students' guardians and the extent to which they believe cyberbullying is a problem at their campus. In addition, the study intended to identify the wants and needs of guardians in order for them to be empowered to intervene should cyberbullying issues occur with their students. The quantitative portion of the study included a survey shared electronically with guardians. The qualitative portion of the study involved a focus group held with guardians via Zoom. The findings from this study identified several key pieces of data: guardians perceive cyberbullying to be a critical issue, the majority of guardians indicated cyberbullying to be either somewhat of a problem or a problem to a great extent at their school, and guardians indicated a need for targeted education on specific topics for themselves and their students. Conclusions drawn from this study generated three recommendations for the campus: to offer targeted guardian-education sessions, to vary the types of communication platforms between the school and guardians, and to improve existing student education on the topic of cyberbullying. [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.]