Research on emotions and second language learning has recently expanded to heritage language education contexts. Influenced by a long tradition in psycholinguistics and second language acquisition, research on heritage language emotions has mainly focused on the statistical effects of emotions on language development rather than examining emotions that relate to social and interpersonal relations. This article responds to these research needs through a critical ethnographic exploration of how emotions of belonging are negotiated through the production and consumption of food at an Arabic heritage language school in the United States. Drawing on data from observations, interviews, and field notes collected during a 2-year period, I argue that the production and consumption of Arabic food during cooking events and classes at the school afford students opportunities to negotiate emotions of belonging toward Arab culture as an embodied and nonessentialist practice, toward diverse religions and nationalities in the heritage school community, and toward the local majority community in the United States. This analysis foregrounds the affordances of occasions in which language learning and emotions are situated within the sociomaterial practices of heritage culture and highlights the need to establish interinstitutional connections with community schools to support the socioemotional well-being and educational equity of immigrant and racialized youth.