An extensive review of the literature reveals support for the importance of sense of belonging in student achievement. There is also extensive evidence regarding variation of sense of belonging among minority groups and the important role of teachers in creating a sense of belonging for students. The purpose of this study is to examine students' sense of belonging in middle schools of Southeast Texas. Conclusions will be presented concerning the gap between the teachers' perceptions of how students feel about themselves in school and what the students actually reported. An analysis of variance revealed that there is a significant difference between the students' sense of belonging and the teachers' perceptions of the students' sense of belonging. (Contains 5 tables.)