An independent evaluator spent an academic year evaluating a unique bullying and cyberbullying prevention program in Massachusetts: an academic Center utilizing students and faculty to bring high-quality, no-cost programming to primary and secondary education. Quantitative and qualitative findings suggest that the program’s elements that are most effective and helpful are its emphasis on research findings, especially research on digital problems; its use of high-status peers and positive strategies for student programs; and its focus on practical and concrete tips and strategies. Although the evaluation was conducted with the goal of adopting the model in Hungary, suggestions from Budapest pointed to significant obstacles that remain before such an adoption could be successful.