The eight contributions to this special issue provide an informative focus on many aspects of peer-based victimization in schools. Often using sophisticated quantitative and analytic procedures, they advance our knowledge in several important domains, pointing out important contextual variables, interactions, and mediating factors in the negative impact that experiences of victimization can bring about. Besides some comments on individual articles, this commentary raises some general issues about this and other research in the area, including the conceptual and definitional issues around victimization and the possibility of supplementing findings with insights from more qualitative methodologies.