The authors 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, it was 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 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 research was supported, in part, by a grant from the National Institute for Mental Health (5R44MH07071-03) awarded to Dr. Melissa E. DeRosier. Additional support comes from an Institute of Education Sciences post-doctoral fellowship training award to the University of Florida (R324B1200002). The research was conducted at 3-C Institute. The authors thank the staff and students of the Wake County Public School System in North Carolina for their cooperation and support in the implementation of this research project. In addition, the authors thank Drs. Janey McMillen, Natalie O'Brian, and Melanie Wilson for their invaluable efforts as project coordinators, as well as the many interns of the 3-C Institute for their assistance in successfully completing this research project.