This study examines the relationship between English Learner (EL) classification, language program type, and peer victimization using nationally representative data from the Early Childhood Longitudinal Study- Kindergarten Class of 2011. Leveraging a sample of 9,562 children, this study investigates whether Dual-Language programs serve as a protective factor against peer victimization compared to English-Only programs. Findings reveal that attending Dual-Language programs is associated with lower levels of peer victimization among ELs than their counterparts in English-Only settings. These results underscore the socioemotional benefits of bilingual education, highlighting the need for policies that expand access to Dual- Language programs and foster school climates that support EL students' linguistic and socio-emotional development.