There are many factors associated with academic success at school. In addition to having the requisite cognitive abilities and scholastic skills, students need to feel that school is a place in which they belong. This study examines factors related to perceptions of school belonging for a sample of Latino elementary school students. Participants were 57 Latino youth, 26 of whom were English Language Learners and the rest of whom were English proficient. Students were assessed in fourth and sixth grades in this longitudinal study. Self-perceptions and teacher perceptions of these students were available at the beginning and end of each academic year. The results indicated that in fourth grade English Language Learners had a decrease in school belonging while their English proficient classmates did not. Factors associated with school belonging differed between the fourth and the sixth grades. In addition to the impact of language proficiency, fourth graders' sense of belonging was associated with teacher evaluations while sixth graders' perceptions were primarily affected by peer self-concept. Implications for school psychologists and other educational professionals are discussed. (Contains 3 tables.)