Latinx youth comprise nearly one quarter of the U.S. population, yet remain underrepresented in school music ensembles. Within the broader educational landscape of the United States, where immigration, language, and cultural identity are frequently politicized, Latinx students often navigate schooling environments that are shaped by exclusionary narratives and inequitable access to arts education. While extensive research has examined belonging and achievement among Latinx youth, little is known about how these dynamics unfold within school music contexts. This mixed-methods study investigates Latinx students’ sense of belonging and cultural identity in middle and high school music ensembles, addressing a significant gap in the literature on inclusion and representation in U.S. music education.Grounded in theories of school belonging (Goodenow, 1993; Roche & Kuperminc, 2012) and sociocultural perspectives on learning, the study explores how race, class, language, and immigration status intersect to influence students’ participation and sense of connection. Prior research has demonstrated that systemic barriers and policy decisions, such as mandated remedial coursework and limited elective access, have contributed to lower participation rates for Latinx students in school music programs (Elpus, 2014; Elpus & Abril, 2011). These inequities are particularly consequential in a national climate where questions of belonging extend beyond classrooms to debates about citizenship and cultural legitimacy.Using surveys of belongingness, student reflective writings, teacher interviews, and classroom observations, this study examines both quantitative and qualitative dimensions of Latinx students’ musical engagement. Quantitative data from belongingness scales are analyzed descriptively, while qualitative analyses of student and teacher narratives reveal themes related to cultural affirmation, identity negotiation, and the sociocultural relevance of ensemble participation.Findings indicate that Latinx students’ sense of belonging in school music is strengthened when instruction affirms cultural identities and fosters authentic community. Conversely, traditional ensemble models and Eurocentric repertoire often perpetuate feelings of marginalization. These results underscore the need for U.S. music educators and teacher preparation programs to cultivate culturally responsive, equity-driven approaches that reflect the diversity of students’ lived experiences and promote belonging through inclusive musical practice.