Research has found that victimized teachers are more likely to suffer from psychological distress, experience impaired personal relationships, and report higher levels of fear, consequently yielding detrimental impacts on their job performance and relationships with students. However, limited empirical research has been conducted to understand the prevalence and predictors of violence against teachers. Using a nationally representative sample of 996 Korean teachers, the present study measured various types of victimization and examined predictors of teachers’ victimization, focusing on teachers’ socio-demographic characteristics, teachers’ student-oriented approach/classroom atmosphere, and school characteristics. The results suggest that teacher victimization is widespread in South Korea and show significant effects of individual socio-demographic factors (gender and being a homeroom teacher), classroom atmosphere, and school type on teachers’ victimization. Policy implications are discussed in the conclusion.