The purpose of this study was to examine the relationship between sense of school belonging, academic motivation and self-concept among a sample of 236 Irish primary school children. This study was based on a cross-sectional, quantitative design. Relationships between the variables were measured using self-report questionnaires measuring students’ psychological sense of school membership, general self-concept, and patterns of adaptive learning and motivation. Analyses indicate that pupils high in school belonging were also high in self-concept. Positive correlations were found between both sense of school belonging and self-concept and mastery goal orientation. Negative associations were found between scepticism about the relevance of school for future success and both self-concept and sense of school belonging. Further research suggestions are included, along with limitations of the current study.