The purpose of this research was to explore how individual students within different forms of higher education campuses experience their campus climate and hold different levels of belongingness and thriving, and to examine the relationship between thriving and belongingness. The Comprehensive Inventory of Thriving (CIT) and the General Belongingness Scale (GBS) were utilized to examine students' psychological well-being, achieved sense of belongingness, and level of thriving attained in their higher education campus climate. Purposive, convenience, and snowball sampling methods were used to recruit participants. Online surveys were distributed for data collection. Correlational analyses were run to explore the relationship between thriving and belongingness, and additional analyses were run on the individual dimensions described within the CIT to explore the relationship between each dimension and the GBS. The results of this research are suggestive of the dimensions of Mastery and Meaning having a direct impact on student belongingness in higher education.