This qualitative, phenomenological study examined the perspectives and responses of twelve school administrators who have responded to cyberbullying with a disciplinary action. The majority of the data collected for this study was gathered through individual semi-structured interviews. Supporting documentation such as entries in a reflective journal and handouts from the administrators were also considered. An analysis of the data revealed five major themes. The first theme, Disciplinarians assume a variety of self-imposed roles, described the various roles administrators assume as they address incidents of online aggression. The second theme, Administrators demonstrated courage and resilience in their responses, considered the difficult and often unpopular decisions that administrators regularly face. The third theme, Wide Range of Emotions Experienced, described the emotions that administrators experienced during the disciplinary process. The fourth theme, Current administrative responses, outlined the range of disciplinary actions used by administrators. Finally, the fifth theme, Knowledge and wisdom gained, provided insights gleaned through the administrators' personal experiences with cyberbullying. Results revealed that administrators, in the absence of evidence based training and approaches are doing an outstanding job of addressing these very complicated cyberbullying incidents. [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://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]