Although increasingly more studies investigate the relationship of cyber and traditional bullying/victimization, it is unclear whether the phenomena are distinct. The purpose of this study was to investigate the roles that Greek Junior High school students engage in cyber and traditional bullying/victimization incidents, as well as the psychosocial and emotional profiles of the students that are classified into each participant role. Overall, 1097 Greek Junior High school students (mean age = 13.95, 51% girls) completed a self-report questionnaire about cyber and traditional bullying/victimization, empathy, psychopathic traits, online disinhibition, social skills, social anxiety, and peer relations. Latent profile analysis indicated four distinct groups of participants (Buninvolved,^Bbullies,^Bvictims,^Bbully/victims^). ANOVA and Kruskal-Wallis analyses showed that Buninvolved^students had the most adaptive profile (low scores in psychopathic traits and online disinhibition and high in social skills), while students who frequently bullied both online and offline (Bbullies^) were the least functional of the sample (e.g., high scores in psychopathic traits and low in empathy and social skills) and differed on several characteristics from those classified as Bbully/victims.F inally, victims had a poor psychosocial profile (e.g., high social anxiety and poor social relations). These findings confirm that cyber aggression is part of a general bullying/victimization pattern and that students are most effectively classified based on their behavior and not the context of manifestation. Findings can contribute to the ongoing debate on the similarities/differences of cyber and traditional bullying/victimization, as well as their simultaneous occurrence.