This mixed-method study explored female students' sense of belonging while studying in a mechanical engineering program. Mechanical engineering has one of the lowest proportions of women and remains one of the least chosen majors of female engineering students. To start to understand why, it is important to have research focused specifically on female mechanical engineering student experience, distinct from broader STEM studies that often group all engineering and science disciplines. The researcher used STEM identity theory and sense of belonging framework to bring light to the experience of female students studying mechanical engineering. The research employed a sequential explanatory design, utilizing both quantitative surveys and qualitative semi-structured interviews to gather comprehensive data from female mechanical engineering students at a private research university. The study addressed three main research questions: (1) Do female students feel that they belong in the mechanical engineering major? (2) Do female mechanical engineering students feel a different sense of belonging than male mechanical engineering students? (3) What are the most important factors affecting female engineering students belonging while studying mechanical engineering. Findings indicated that while female students generally feel a sense of belonging, they reported lower confidence and perceived less respect from peers and instructors compared to male students. The study highlights the importance of supportive peer networks, inclusive teaching practices, and the flexibility of the mechanical engineering curriculum as pivotal factors influencing female students' sense of belonging. Based on these findings, the dissertation recommended targeted interventions, including the development of training programs, revision of grading practices to foster a growth mindset, and the promotion of female-focused group projects and extracurricular activities. This research contributes to the ongoing discourse on gender disparities in STEM fields by providing empirical insights into the unique challenges faced by female mechanical engineering students and offering evidence-based recommendations for fostering gender equity. [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.]