Existing literature has mostly explained the occurrence of bullying victimization by individual socioemotional maladjustment. Instead, this study tested the person-group dissimilarity model (Wright et al., "Journal of Personality and Social Psychology," 50: 523-536, 1986) by examining whether individuals' deviation from developmentally important (relational, socio-behavioral, and physical) descriptive classroom norms predicted victimization. Adolescents (N = 1267, k = 56 classrooms; M[subscript age] = 13.2; 48.7% boys; 83.4% Dutch) provided self-reported and peer-nomination data throughout one school year (three timepoints). Results from group actor--partner interdependence models indicated that more person-group dissimilarity in relational characteristics (fewer friendships; incidence rate ratios [IRR][subscript T2] = 0.28, IRR[subscript T3] = 0.16, fewer social media connections; IRR[subscript T3] = 0.13) and, particularly, lower disruptive behaviors (IRR[subscript T2] = 0.35, IRR[subscript T3] = 0.26) predicted victimization throughout the school year.