This thesis is a qualitative study that examines permanent middle years guidance counselor’s perceptions regarding their experiences in dealing with cyberbullying. This study is based on a cognitive social framework that is related to adolescent development. It draws upon the works of Jean Piaget, Erik Erikson, and Urie Bronfenbrenner. Their work is described below beginning with Piaget’s cognitive development theory, Erikson’s psychosocial development, and Bronfenbrenner’s bioecological model of human development. The researcher investigates educators’ position and obligations in regards to cyberbullying and explores the various ways in which educators deal with cyberbullying issues. The participants of this study are four certified, middle year guidance counselors who have had experiences with cyberbullying. Findings suggests the ways in which educators handle cyberbullying and concludes with recommendations for educators in regard to classroom instruction, roles and responsibilities, and improving awareness in dealing with incidences of cyberbullying that may benefit both educators and students.