School belonging encompasses many complex psychosocial and interpersonal components in the classroom. Teacher-student relationships are the cornerstone of school belonging and can predict student success in the secondary grades. In this qualitative study, interviews with nine high school teachers provided insight into how they viewed their role in creating a sense of classroom community and making sustained connections with their students. Findings indicated that teachers who demonstrated high levels of caring and were consistent in their approach to behavior management reported a stronger bond in the classroom. Teachers also reported challenges to establishing belongingness, the implications of which are discussed.