This study explored sense of belonging among undergraduate international students participating in an honors program at a predominantly white, public research institution in the Midwest. Twelve students participated in semi-structured interviews lasting up to one hour that covered a range of topics, including their academic and co-curricular experiences within the honors program, interactions with faculty, staff, and peers both within and beyond the honors community, and non-academic experiences on and off campus. Data from the study revealed the complexity of sense of belonging and its variability based on context and identity. Participants described simultaneously having feelings of belonging in one aspect of their lives, but not in others. Participation in an honors program was found to boost belonging, with students crediting small class size, discussion-based courses, and being part of a community of highly academically engaged peers as beneficial. Experiences outside of the program were mixed, with participants more likely to describe feeling isolated in less diverse spaces and academic units on campus. The key driver of belonging was found to be social relationships with peers, with those who lacked this crucial network of support expressing the greatest feelings of alienation. [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.]