Prior scholarship has established that myriad factors shape college students' sense of belonging, including aspects of one's campus environment, namely students' living arrangements and learning conditions (Johnson et al., 2007). To this end, many colleges and universities established cultural centers, first-year seminars within year-long experiences, and living-learning communities (LLCs) as high-impact practices (i.e., time-intensive academic experiences that provide structured opportunities potent for catalyzing growth; Kuh & O'Donnell, 2013; Kuh et al., 2017) that connect academic and social aspects of college life, emphasize certain learning foci, and provide supportive social networks for students to engage in challenging educational opportunities (Inkelas & Weisman, 2003). Such initiatives are also increasingly present at historically Black colleges and universities (HBCUs) (Strayhorn, 2021). The purpose of this study was to estimate differences in the relationship between LLC participation and sense of belonging in college for Black students at HBCUs and predominantly White institutions (PWIs). Because prior studies have shown differences across gender (Garvey et al., 2020), the authors controlled for this variable in the multivariate analyses. A single research question guided the study: Does Black students' sense of belonging vary by LLC participation and campus racial composition, controlling for gender?