This investigation utilized publicly available data from the High School Longitudinal Study 2009 (HSLS:09) by the National Center for Educational Statistics (NCES) to examine any latent structures among variables which may empirically support the validity and reliability of a mathematical sense of belonging (MSB) construct. Using the nationally representative survey data in the HSLS:09, the proposed study performed an exploratory factor analysis (EFA) to create a complex construct of students' MSB or mathematical belongingness. A weighted sample of over 13,000 (N=13,354) high school students was used to conduct the EFA, which was then mapped onto Mahar and colleagues' (2012) intersecting, transdisciplinary themes of belonging. Possible implications for preservice teachers, professional development for practicing teachers, as well as future research directions are discussed. [For the complete proceedings, see ED658295.]