This presentation discusses best practices of the university wind band conductor considering the correlation between student belongingness and the cultivation of positive ensemble culture within the non-major University Band through a comprehensive literature review. As schools of music continue to recognize the importance of a more diverse, equitable, and inclusive student population, research is needed to highlight best practices that encourage an increase in belongingness to uplift positive culture. The non-major, University Band has additional considerations with the variety of majors represented and gamut of musical skill, practice routine, and commitment to the study of music versus music for enjoyment. Belongingness is defined as “the extent a student feels included, accepted, valued, and supported” (Renn, 2022). Connections between Self-Determination Theory (SDT), belongingness, ensemble culture, and best practices for the music educator will be discussed. SDT assumes that individuals inherently seek learning and growth but require support (Ryan & Deci, 2017) that determines both volition, performance goals, and initiative (Howard et. al. 2021). Utilizing the Sense of Belonging Scale (SoBS) descriptors created by Hoffman (2002), areas of belongingness will be defined and applied to best practices across four key areas: perceived classroom comfort, perceived faculty support, perceived peer support, and perceived isolation. Conclusions will include discussion and application regarding best practices that contribute to attendance, practice routines, repertoire selection, rehearsal productivity, musical growth, rehearsal technique, logistics, and membership retention considering the non-major University Band model. Ethnographic observations will also be included as the presenter is a first-year teacher of record of a mostly non-major University Band and is working toward positive ensemble culture through belongingness and best practices.