Objective: To explore the experiences of how Syrian refugee youth resettled in Canada negotiate and facilitate a sense of belonging within their school environment. Method: Semi-structured interviews in English were conducted with nine Syrian refugee youths aged 16 to 18. The content of the interviews was analysed through Interpretive Phenomenological Analysis. Results: Participants identified a variety of factors which helped them or became hurdles for within this process. Three themes of language proficiency, shared experiences, and school environment were described. Overall, it was apparent that schools with robust policies, such as having trained teachers and language support programmes, were important in facilitating belonging. Peers who were from the same sociocultural background or were migrants themselves often were highlighted as important individuals as they acted as cultural brokers. Conclusion: Syrian refugee youth within this study actively found ways to facilitate belonging within their school environments, even if there was a lack of structural support in the forms of inadequate language programmes or poor school policies. This study's findings also iterate that Syrian refugee youth are active agents in their environments, as they engage in various opportunities to socialize, integrate, and thrive in their new environments.