The purpose of this study was to investigate the reciprocal relationship between students' sense of school belonging, and their behavioral and psychological adjustment during one academic year in a sample of urban, low-income, African American and Latino, elementary-aged students. Data from 410 2nd and 5th grade students were used in the analyses, drawn from twenty-three classes, spanning seven elementary schools. Students completed self-reports of perceived sense of school belonging and self-concept during the Fall and Spring semesters of one academic year. For the corresponding year, teachers completed a teacher-rated survey assessing social skills, problem behaviors, and academic competence for each student in their classes in the Fall and Spring. Results indicated that females reported higher levels of school belonging than their male counterparts; differential effects by ethnicity or age were not observed. Students' sense of school belonging was positively correlated with social skills, self-concept, and academic competence; and inversely correlated with problem behaviors. Overall levels of school belonging did not differ between the Fall and Spring. Reported levels of school belonging in the Fall predicted problem behaviors in the Spring controlling for previous levels, though, Fall levels of school belonging were not associated with teacher-rated social skills or academic competence, or students' reports of self-concept when previous levels of such measures and demographic variables were controlled. Finally, Fall levels of problem behaviors and social skills predicted students' sense of school belonging in the Spring, controlling for previous levels of school belonging. Collectively, the findings suggest a reciprocal relationship between students' sense of school belonging and students' social and emotional competencies in urban, early and late elementary, minority students. The important theoretical and practical implications of the current study are discussed.