Historically, science, technology, math, and engineering (STEM) fields have been saturated with White males while persons excluded based on race or ethnicity (PEERs) are leaving STEM due to a lack of belonging and identity. The purpose of this quantitative multiple regression analysis was to identify whether a relationship exists between the use of inclusive teaching practices, PEER status, and sense of belonging in online STEM courses at a Western U.S. community college. The theoretical framework that was used in this study is the sense of belonging theory. A quantitative, correlational design was used, with data collected through surveys. Survey data from 154 online STEM students were analyzed using Spearman correlation, Point-Biserial correlation, and multiple linear regression using SPSS software. The results were that inclusive teaching practices were a significant predictor of sense of belonging, PEER status did not correlate with sense of belonging, and that the use of inclusive teaching practices increased sense of belonging in online STEM courses. The study's findings contribute to the understanding of the role of sense of belonging and the use of inclusive teaching practices in the retention and completion of STEM degrees and programs. Recommendations for practice include increased training and use of inclusive teaching strategies in online STEM courses and continued investigation in other factors that contribute to a lower sense of belonging in PEER students. [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.]