This study, positioned within a Community of Practice (CoP) theoretical framework, examined the way in which a content-based peer feedback writing intervention contributed to community college students' feelings of belongingness. Participants engaged in either a content-based peer feedback writing intervention or a teacher-guided self-edit. Students' feelings of belongingness were measured by the Classroom Community Scale (Rovai, 2002) through pretest and posttest. Results showed changes over time in students' writing scores and feelings of belongingness were statistically significant in the peer feedback treatment condition. The implications from this work are important to consider. Providing instructors with research-based interventions to support students' feelings of belongingness may help support student degree completion.