Objective: This study aimed to evaluate peer bullying victimization in the school environment among individuals aged 10–16 years with cleft lip and palate (CLP), and to examine sociodemographic, clinical, and psychosocial variables that may be associated with bullying experiences. Materials and Methods: This cross-sectional survey study included 91 individuals aged 10–16 years with CLP who were receiving orthodontic treatment at the Departments of Orthodontics of Istanbul Okan University, Yeditepe University, and Marmara University Faculties of Dentistry. Data were collected using a patient history form and the Olweus Bully/Victim Questionnaire (OBVQ). For bullying classification, a response indicating that the relevant behavior had occurred “2–3 times or more often during the last month” was accepted as the cut-off point. Descriptive statistics, the chi-square test, Fisher–Freeman–Halton exact test, and multivariable logistic regression analysis were used. Statistical significance was set at p<0.05. Results: The mean age of the participants was 12.63±1.97 years; 34 participants were female and 57 were male. According to the OBVQ criteria, 34.1% of the participants were classified as victims of peer bullying, 8.8% as bullies, and 4.4% as bully-victims. When a lower cut-off point was used and the response “once or twice during the last months” was also considered within the scope of victimization, the victimization rate increased to 54.9%. A longer duration of speech therapy was associated with a higher rate of victimization. Introverted participants were more frequently exposed to bullying than extroverted participants. The highest bullying rates were observed in the 7th–8th and 9th grades. Verbal bullying was more frequently reported among female students. Conclusion: Peer bullying is an important psychosocial problem among children and adolescents with CLP. The findings indicate that these individuals should be evaluated not only in terms of surgical, orthodontic, and functional treatment needs, but also with regard to school life, peer relationships, social adjustment, and psychological well-being.