Establishing a sense of belonging on campus is needed for the success of all students, but research indicates that belonging can serve as a key protective factor for students with working-class social identities (Ardoin, 2018a; Espinoza, 2011; Ostrove & Long, 2007; Strayhorn, 2019). Through a mixed-methods approach, this study looked at working-class students' perceptions of sense of belonging at one institution using social reproduction theory (Bourdieu, 1986, 2008; Bourdieu & Passeron, 1990) and situated learning (Lave & Wenger, 1991) as theoretical frameworks. Survey results indicated that students with working-class social identities had a higher self-reported level of sense of belonging as compared to their non-working-class peers. Students leveraged various forms of capital in striving for full participation at the university. As working-class and underrepresented students enroll in higher education in higher numbers, support structures must continue to evolve to intentionally meet their needs (Ardoin, 2018a; EAB, 2020; Morton, 2019) and the unique contributions of students' experiences and backgrounds must be valued (Yosso, 2005). As such, recommendations for practice include cultivating a student-centered ecosystem, investing in brief interventions focused on belongingness in the First Year Experience, and offering training resources for faculty and staff. [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.]