This study examined the influence of peer crowd affiliation on subsequent engagement, peer classroom support, and school belonging during middle school (N=202, 61% females). Students self-identified actual and aspiring peer crowd affiliation (Athletes, Academics, Others) in the fall, and engagement, peer support, and belonging in the fall and spring. Results indicated students who identified as Athletes and boys who aspired to be Athletes had high levels of disruptive engagement. Boys who identified as Athletes but aspired to be Academics had high levels of belonging, whereas students who identified as Athletes but aspired to be Others had high levels of rejection. There were also mean-level gender differences. Findings inform ways peer crowd affiliation may enhance early adolescent development and school adjustment.