This study postulated a structural model to investigate the degree of influence that White middle-level teachers who employ mastery goal orientation and academic pressure may have on Hispanic students' sense of school belongingness. Participants were 434 5th and 6th grade students and 21 teachers. Initial proposed model estimates fit the data adequately when employing certain fit criteria (Comparative Fix Index = 0.92, standardized root mean squared residual = 0.09). Findings indicated that students' reported feelings of school belonging were positively influenced by White teachers who promoted mastery goal orientation and academic pressure within their classrooms. School belonging, in turn, influenced students' mastery goal orientation.