This exploratory study examined adolescent girls' perspectives on how technology impacts their relationships with their peers and the phenomenon of cyberbullying. A qualitative analysis of nineteen interviews was completed using a grounded theory approach (Corbin & Strauss, 2008). The rise in technology use by teens has resulted in significant changes in the amount and type of social interactions that they engage in within social circles (Osit, 2008). In a 2010 study completed by the Pew Internet and American Life Project, using telephone surveys and focus groups nationwide, it was found that over seventy percent of teens owned a cell phone and generally used it for many different purposes besides placing calls (Lenhart, 2010). With increased use of technology, negative aspects have emerged, as rumors, pictures, and private information can be spread faster and to more people, and online pages can be created to taunt victims (Pew, 2007).The term, "cyberbullying" has been used to describe the types of aggressive and harrassing behaviors that result in teens being victimized via technological devices (computers, cellular phones). This study explored the experiences of adolescent girls' use of technology, asking them to reflect on their beliefs about their peer group and offer their input on how interventions from adults can be more effective in addressing cyberbullying incidents that occur. Results from this study indicated several themes related to this issue: excess of access, bystander drama, impact on social interaction, egocentrism of adolescence, boundaries of school, home- social boundaries, personal accountability, and violent repercussions. Implications for research, schools, parents, mental health providers, adolescents, and policy were also discussed.