Sense of school belonging refers to the connection that a student has when they feel they are a part of their school community. Literature on deaf adolescents' experiences in school tend to utilize qualitative research methods by interviewing deaf adults about their schooling (Oliva, 2019; Stern, 2008; & Witteborg et al., 2009). Those who attended schools for the deaf often report having positive experiences whereas who were mainstreamed often share stories of loneliness and lack of connections. This quantitative study sought to survey deaf adolescents who were currently in school to determine if their educational setting and preferred communication mode had any effect on their sense of school belonging. Data were collected from 71 deaf adolescents in grades 6-12 who were asked to complete a Demographic Data survey and the Psychological Sense of School Membership scale. Responses, which were analyzed using SPSS, indicated that this sample of deaf adolescents felt a positive sense of school belonging and that educational setting and preferred communication mode did not affect their sense of school belonging. The findings from this study indicate the need for further research as the results conflict with what has been previously established regarding deaf adults' perspective of their educational experiences. Continued research in this area has the potential to provide numerous benefits including providing educators and families with data that will better inform the decision-making process involved with deaf students and contribute further to the current literature on school belonging. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]