This study examines the effect of race/ethnicity, immigrant status and the role of school belonging on the academic achievement of Mexican, Filipino, and white students. We focus on school belonging and peer influences in concert with immigrant generational status and family income to predict students’ academic achievement at the end of 9th grade. Using data from the High School Longitudinal Study of 2009 (HSLS:09), we examine the effects of school belonging as well as other student and school context factors for immigrant and non-immigrant students in secondary schools. Our findings show that school belonging is a statistically significant predictor of academic achievement, and this relationship differs for second-generation immigrant Filipino and Mexican-origin students. Our results indicate that establishing school environments that foster a strong sense of school belonging can help mitigate the academic disparities associated with students’ ethnic background, immigrant generational status, and family socioeconomic status (SES) on their academic achievement.