Peer victimization is a widespread and heterogeneous phenomenon, especially during the transition to middle school, and is associated with numerous negative consequences. However, previous research is limited by variable-centric analyses and data manipulations that either fail to capture or mask the complexity of peer victimization many students experience. We used person-centered analyses with continuous variables to detect patterns of peer victimization in a longitudinal sample from Grades 4 (n = 1,349), 5 (n = 1,352), and 6 (n = 1,098). We found five distinct profiles varying by victimization severity (i.e., none, some, pervasive) and form (i.e., relational, verbal, and physical) in each grade level. Female students and Black/African American students experience greater relational victimization during the middle school transition than their male or White peers, respectively, while students with disabilities experience all forms of victimization at greater levels than their non-disabled peers. Study limitations, future research, and practice implications are discussed, including the need for culturally responsive and victimization form-specific prevention and intervention strategies.