Objective: The purpose of this study was to examine the association between cyber-victimization and adolescent well-being, alone and in combination with relational and physical victimization. Method: Questionnaires assessing the study constructs were administered in group settings during the school day. Data were collected from 388 adolescents. Multiple regression was used to examine the unique associations between different victimization experiences and indicators of emotional well-being and academic performance. Several potential modifiers of the relationship between cyber-victimization and adolescent functioning were examined as well. Results: Cyber-victimization was positively associated with emotional problems and negatively related to GPA even after experiences of physical and relational victimization were taken into consideration. The results also indicated that cyber-victimization significantly interacted with other forms of victimization, such that both relational and physical victimization modified the relationship between cyber-victimization and GPA. Conclusion: Overall, these data demonstrate that multiple forms of victimization are negatively associated with adolescent well-being, and that cyber-victimization can influence adolescents above and beyond traditional victimization. In addition, this study has policy implications for schools and parents in regard to adolescents’ victimization experiences. In particular, it will be necessary for schools to provide both academic and mental health resources for students experiencing victimization. (PsycINFO Database Record (c) 2013 APA, all rights reserved)