Student belonging to school has been consistently correlated with many significant outcomes, yet there is little research that depicts how this sense is developed. This study explores the factors through which late elementary/middle school students (Grades 4-8) develop a sense of belonging to their school. Individual interviews with teachers and students indicated that students foster a sense of belonging through reciprocal caring relationships with teachers, through peer friendships, and through participation in extracurricular and school-based activities. These themes are discussed, and the responses from teachers and students are juxtaposed to highlight points of convergence and divergence, revealing opportunities for teacher professional development to support teachers' understandings of student school belonging.