We examined the effects of peer preference and teacher preference for students, students' perceived relationship with their teacher and student ethnicity on peer victimization in late elementary school. Participants were students in the third through fifth grades in four public elementary schools in a southern state. Using hierarchical linear modeling, we found that peer and teacher preference for students and student ethnicity each uniquely predicted student-reported peer victimization, controlling for student gender, grade level, and teacher gender and race. Specifically, higher peer and teacher preference were independently related to lower peer victimization in late elementary school, and minority students were more at risk for peer victimization than were White students. Interestingly, examinations of interactions indicated that Hispanic children who reported more positive relationships with teachers were at greater risk of victimization relative to White students. Practical implications are discussed in light of these findings. [This article was published in "Psychology in the Schools" (EJ1097179).]