Cyberbullying has emerged as a pervasive issue globally, with an estimated 20 to 40% of youngsters experiencing it at some stage of their lives. With the rapid proliferation of internet usage in India, addressing cyberbullying has become increasingly imperative. This study aimed to assess the effectiveness of structured teaching interventions on enhancing awareness of cyberbullying among junior college students in India. A pre-experimental one-group pre-test-post-test design was employed, and data were collected from 180 participants (60 from Arts, 60 from Commerce, and 60 from science streams) in selected schools. The structured teaching intervention was delivered, focusing on enhancing participants' knowledge regarding cyberbullying. Results indicated a significant increase in post-test knowledge scores (mean = 15.21 ± 6.12, range: 11-16) compared to pre-test scores (mean = 9.92 ± 10.62, range: 0-10). Statistical analysis revealed a highly significant difference (p < .00001), supporting the effectiveness of the structured teaching intervention. Thus, the hypothesis that structured teaching would enhance knowledge of cyberbullying among junior college students was accepted. This study underscores the importance of implementing educational interventions to combat cyberbullying and highlights the role of educational institutions in promoting cyberbullying awareness among students. Future research could explore long-term effects and potential interventions to address cyberbullying comprehensively.