Guided by the theory of intersectionality and social identity theory, this study examined the interactive influences of both racial/ethnic majority status and immigrant status on students' school victimization experiences in predominantly Hispanic/Latinx high schools. Participants included 3,176 high school students in Grades 9 to 12 from four high schools in central California. Results of chi-square tests and regression analyses suggested that, after controlling for students' gender, grade, parent educational level, and status for receiving free and reduced price meals, Hispanic/Latinx students (racial/ethnic majority) reported lower levels of school victimization, as measured by both the prevalence rate and frequency level, in comparison to non-Hispanic/Latinx students (racial/ethnic minority). Immigrant status was not significantly associated with their school victimization experiences. Moreover, there was a significant interaction between students' racial/ethnic majority status and immigrant status on students' school victimization experiences. More specifically, among U.S.-born students, non-Hispanic/Latinx students reported higher victimization incidence rates than Hispanic/Latinx students, but no significant difference was found between Hispanic/Latinx and non-Hispanic/Latinx immigrant students. The findings highlight the importance of understanding context-specific group dynamics and the intersection of multiple group-level and individual-level identities to inform school violence prevention and intervention in diverse school settings.