Abstract: This exploratory study examined the internet behavior patterns of students with sensory impairment (SI) among adolescents who attended general and special education schools in Israel. We investigated their patterns of internet behavior, involvement in cyberbullying (CB) and the relationship between being cyberbullied and self-reported scholastic achievements and social support. Cyberbullying refers to negative activity aimed at deliberate and repeated harm through the use of a variety of electronic media. The sample consisted of 60 students with SI and 519 typical achieving students. All students completed a self-report cyberbullying questionnaire. Findings indicate that although no significant differences emerge in the amount of surfing hours and students' expertise in the use of the internet, students with SI are more likely to be cybervictims; more likely to know others who were hurt due to CB; students with SI who are cybervictims are more likely to report lower scholastic achievements and lower social support. This study may contribute to a deeper understanding of the various perceptions and needs of students with SI and can serve as a basis for developing intervention programs.