School belonging is strongly associated with positive educational outcomes. However, little is known about how school belonging fluctuates over time, especially among students from minoritized backgrounds. This study examines whether adolescents experience significant changes in school belonging over a period of two years. This longitudinal quantitative survey study explores possible fluctuations in school belonging among Native American reservation high school students (n = 69, 45% female) surveyed at two timepoints during their high school tenure. Among our sample, school belonging at Time 2 (M = 3.53, SD = 0.81) was significantly higher than school belonging at Time 1 (M = 3.28, SD = 0.08, t = -2.39, p < 0.05). Results suggest future empirical work should take into consideration possible longitudinal fluctuations in school belonging levels among different student populations.