It is not known if Registration Time (early or late) or if Student Term (first-time or continuing) have a main or interaction effect on Student Belonging. The purpose of this quantitative, comparative study is to determine if there is a statistically significant difference in Student Belonging between Registration Time, Student Term and the interaction between them for in-person students at one open access community college in the Northeast. The underpinning theoretical foundations use the theories of belonging and collegiate integration as addressed in Maslow's hierarchy of needs, social identity theory and Tinto's models. Two research questions assessed the main effect to determine statistical significance between Student Belonging and Registration Time or Student Term. The third research question assessed the interaction effect between these variables. Data was collected from in-person student volunteers at one open admissions community college in the Northeast using a "pen and paper" Likert scale survey with three questions measuring Student Belonging. A total of 220 surveys were collected, however, 13 were missing information thus leaving 207. Inferential statistics were used to determine whether the hypothesis was supported using a 2 x 2 ANOVA to address both the main and the interaction effects using an alpha level of 0.05 to determine statistical significance. F-test, degrees of freedom and significant levels were reported for this analysis. The null hypothesis was rejected for all three research questions and there is no statistically significant difference in Student Belonging between Registration Time or Student Term and the interaction between them. [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.]