Cyberbullying is a form of online violence that is of growing concern in our society and in the school environment. In light of the fact that the aggressions, made on the Internet and on cellular phones, can have serious psychological, social and academic consequences for the victims, the bystanders and the cyberbullies, it is important to intervene appropriately. This study aims to understand teachers’ perception of their interventions with students who cyberbully and the theoretical basis or concepts guiding these interventions. Semi-structured interviews, conducted with ten teachers of grades 7, 8 and 9, revealed the most popular reactions of teachers to their students’ cyberbullying behaviours. This study also explores the basis influencing the teachers’ choices of interventions and their perception of the effectiveness of these practices. The analysis of the teachers’ accounts, put in perspective with a literature review, suggests ways to improve their training to address cyberbullying. A new intervention model is suggested.