The purpose of this study was to explore P-12, elementary, secondary preservice teachers' concerns, confidence levels, beliefs, and preparations on cyberbullying prevention and intervention prior to and post an intervention model. Using a quantitative research design, this study explored P-12, elementary, and secondary preservice teachers' concerns, confidence levels, beliefs, and preparations regarding cyberbullying prior to and post an intervention model presented to the preservice teachers. The findings of this study offer results from the pre/post test surveys based on the preservice teachers gender, classification, and year in program. Also, results were classified by subscales (beliefs, concerns, confidence levels, and preparations) based on the survey questions. No multivariate significance was discovered for between subjects main effects of gender, classification (year in program), or program. There was no statistically significant multivariate between subjects' interaction effects of gender by year, gender by program, year by program, or gender by year by program. The Steps to Respect Program did not increase the preservice teachers concerns, confidence levels, or preparations. However, the program did significantly increase the preservice teachers' beliefs about cyberbullying.