A growing body of research shows school connectedness to be a powerful predictor of adolescent health and academic outcomes. This study advances a theoretically grounded definition of school connectedness and triangulates qualitative and quantitative methods to assess contextual correlates to school connectedness in 8th, 10th, and 12th grade youth. A survey examined the relationship between school connectedness and 4 developmental supports: meaningful roles at school, safety, creative engagement, and academic engagement as well as demographic and contextual control variables. Followup focus groups were used to identify other potentially salient contextual correlates. Findings from both methods suggest that school connectedness is strongly affected by opportunities for meaningful input into school policies and the extent to which class material engages student interests. Focus groups highlight the importance of youth-adult exchange in and outside of the classroom. Findings also revealed distinct differences by grade. Implications for school policy and practice as well as for future research in school connectedness are discussed. (Contains 1 footnote, 5 tables, and 1 figure.)