Using data from a large sample of students (N = 1373; 40% girls; M[subscript age] = 14 years) from 54 classrooms, this study examines how multiple coexisting classroom norms--specifically, descriptive, injunctive, and popularity norms--independently and interactively shape the association between bullying behavior and peer rejection during early adolescence. First, a latent profile analysis identified three subtypes within the popular group: a popularity reference group (48%), a defending popularity group (31%), and a bullying popularity group (21%). Second, a systematic comparison within a multilevel framework revealed that injunctive norms (classroom-level anti-bullying attitudes) and defending popularity norms (classroom-level defending behavior among defending-popular peers) exert a stronger influence on peer rejection of bullying behavior than either descriptive norms (classroom-level average bullying behavior) or bullying popularity norms (classroom-level bullying behavior among bullying-popular peers). Additionally, the impact of defending popularity norms on peer rejection of bullying behavior was maximized in classrooms with strong collective anti-bullying attitudes (injunctive norms). These findings underscore the importance of anti-bullying interventions harnessing the influence of both majority and minority student groups within the classroom.