Over the last decade, researchers have conducted a significant amount of research to explore the causes and consequences of cyberbullying, where individuals use the Internet in order to send harmful and aggressive messages. Using a sample of middle and high school students in Kentucky, the current study utilized low self-control and social learning theories in an attempt to further understand why adolescents engage in cyberbullying. The binary logistic regression results suggested that components of social learning theory mediated the effect of low-self-control. The implications of this study for both criminological theory and cyberbullying research are discussed in detail.