This interpretive phenomenological analysis investigated the perceptions of school by students with emotional and/or behavioral disabilities (EBD) educated in a substantially separate classroom setting, and whether or not they reported connections to their teachers, peers, and school community. Nussbaum's Capability theory and Bronfenbrenner's Ecological Model informed the research, aiming to answer the following research question: What are the experiences of middle school students with emotional and/or behavioral disabilities who are educated in one substantially separate classroom? Data collection included semi-structured interviews with open-ended questions, along with a review of student records in order to understand the shared school experiences of the specific population of students. The goal of the data analysis was to identify themes that shed light on the students' sense of belonging within this school community. [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://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]