The purpose of this study was to explore, using the voices of diverse high school students, the classroom factors that are important for promoting classroom belonging and engagement. Thirty-one semi-structured interviews were conducted with tenth grade students about classroom belonging and behavioral engagement in their favorite and least favorite ninth grade classes. Using constructivist grounded theory, an analysis of the interviews points to several established instructional practices teachers utilized to help students perceive an increased sense of classroom belonging and engagement, with specific examples for how these teaching practices impacted high school students. Findings from this study revealed two teacher actions that built students' classroom belonging and behavioral engagement: (1) fostering relationships with and between students and (2) employing teaching practices that encouraged students to participate in the work for the class. These actions were accomplished when teachers worked to build teacher--student trust through honest feedback and listening to students, provided engaging and relevant lessons and activities, instilled classroom management practices that went beyond just dealing with disruptive behavior, created a seating arrangement to facilitate pair and group work, and supported students socially and academically.