This is a study about twenty-two elementary-aged children negotiating belongings with their peers in a diverse social space. Surprisingly little research exists on how children negotiate belongings in diverse settings, even as children experience increased contact with people from a variety of social and cultural groups. This research contributes to the literature by examining the ways children seek and grant belongings in their local context as they attend a diverse summer camp program in their local community. Narrative inquiry is used to understand the ways these children define and enact their understandings of belonging as they spend time at camp. Their stories reveal the complex ways they defined belonging and used cultural information to negotiate belongings with peers, as well as the conditions that encouraged inclusive work and play. In the end, I argue that children are busy negotiating belongings all day long, but the spaces where they are doing this important work are endangered. Children need educators and scholars who are committed to preserving the integrity of in-between spaces and advocating for the inclusion of creative play-based activities that honor individuals and invite collaboration, so children can continue expanding the range of people with whom they feel comfortable interacting. In addition, I raise a series of practical, theoretical and methodological questions related to the limitations associated with my study.