Educational research on belonging shows that a student's sense of belonging in the classroom can positively affect everything from cognitive functioning and academic achievement to participation and retention (Baumeister et al., 2002; Baumeister & Leary, 1995; Goodenow, 1993; Osterman, 2000; Pintrich & DeGroot, 1990; Slaten et al., 2018). Though a growing field of inquiry, research on classroom belonging continues to overlook certain populations and utilize narrow conceptualizations of belonging. For example, little research examines classroom belonging for Native American adult learners in adult basic education (ABE) or vocational education programs, nor considers classroom belonging beyond a social dynamic. This research addresses these gaps. Using Narrative Inquiry as a methodological framework, I interviewed 11 students in an adult basic and vocational education construction program in the Western Apache community of Pine Creek (pseudonym) to answer two research questions: 1) What do students' stories of belonging explain about the development of belonging in general? 2) How might these stories of belonging provide a better understanding of how belonging in the classroom can develop? Across students' stories, three main pathways to belonging were commonly invoked: belonging through connection to "place," connection to "people," and connection to "action" or "activity." Embedded within many student stories of belonging were also important components along these three pathways, such as significance of the activity, recognition from others, and the role of respect and responsibility in feeling a sense of belonging. Bronfenbrenner's (1989, 1994) ecological model of belonging, particularly as adapted by Fish and Syed (2018), provided a helpful framework for understanding significant elements of culture and history shaping student stories of belonging. The model helps elucidate why certain pathways to belonging were inaccessible for some students within specific ecological contexts. This research adds to the growing conversation in education about fostering inclusive communities within adult education classrooms, understanding, and adapting to local ecological contexts, and expanding the populations and communities included in research on classroom belonging. Lastly, this research suggests that the concept of classroom belonging should be expanded beyond a social phenomenon to embrace belonging opportunities that may blossom along a wider array of avenues such as belonging to place or through activity. [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/en-US/products/dissertations/individuals.shtml.]