This study draws on interviews and classroom observations with Latinx, English Learners (ELs) at a high school in Southeastern Virginia to analyze how this group of students builds social connections and constructs "belonging" at school. Findings indicate that these EL students' school experiences are framed by underdeveloped and ad hoc educational and support infrastructures aimed at serving their needs. Students turned to those with whom they shared language, culture, and ethnic affiliations to build networks of support; however, often these strategies to belong did not facilitate ongoing connections with students" English-speaking counterparts, hampering relationship-building within the broader school community. We argue that school programming and institutional practices that holistically addressed these students' language, social, and educational needs, while incorporating their strengths as multicultural agents, would foster increased school belonging and alleviate a situation in which these students must choose between supportive relationships and acceptance and greater progress toward meeting academic goals. To deliver a truly equitable education to these students, schools must adopt reforms that address racial inequities and recognize these students" strengths and resilience as possessors of essential skills for navigating life in today's multicultural society.