Purpose: Cyber-bullying is a serious matter involving a substantial number of middle school students. The frequency of cyber-bullying is becoming more prevalent, increasing the need for minors, parents, and school personnel to become more aware and educated on the issue (Kowalski & Limber, 2007). The purpose of this study was to examine the relationship between middle school students’ self-concept, traditional bullying and cyber bullying. Method: One hundred and sixteen sixth grade students in Rockingham County, North Carolina completed a questionnaire assessing their experiences with traditional bullying and cyber-bullying, followed by a self-concept measure. Results: The results of this study indicate that there is a negative correlation between traditional bullying and self-concept. Additionally, those students who reported being a victim of both traditional bullying and cyber-bullying reported the lowest self-concepts of all participants. 8 Conclusions: Low self-concept is associated with being the victim of traditional bullying and cyber-bullying. As such, bullying prevention programs incorporated in school curriculums should address both traditional bullying and cyber-bullying. Implementation of programs to address low self-concept should also be incorporated into school curriculums to help address the impacts of traditional bullying and cyber-bullying. Moreover, educators and parents need to intervene in bullying incidents, a failure to do so may impact students’ abilities to be happy and successful in their home and school environments.