Cyberbullying is a growing phenomenon that is negatively impacting the victims, the cyberbully, bystanders, parents, educators, and community stakeholders. The researcher conducted this qualitative case study to investigate and comprehend cyberbullying in students' lives and the negative impact on the school climate. The researcher implemented a qualitative case study design that used online surveys, individual telephone interviews, and an archival records review. The researcher recruited the study participants from the Texas Elementary Principals and Supervisors Association (TEPSA). Data was collected from the 36 completed online surveys and ten individual telephone interviews. Information gathered from the data gathered brought to the forefront the school administrators' perceptions on the effect of technology and cyberbullying. The collected data were transcribed, analyzed, and coded to identify themes from the perceptions provided by the participants of the study. Five significant themes came to the forefront: effects on the whole community, standard definitions, descriptions, effects on the school climate, impact on individuals, and the need for education and resources. There is an emphasis on creating a positive school climate using the Social-Ecological Theoretical Framework to address the factors and interactions that influence individuals' behaviors. Additionally, the use of the Grounded Theory can provide a framework in conceptualizing the motivations behind 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://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]