The aim of this study is to determine whether the sense of belonging to school and the fear of negative evaluation in academic environments of 6th, 7th and 8th grade adolescents with a diagnosis of learning disability differ according to gender, grade level and duration of special education and examine the relationship between adolescents' sense of belonging to school and fear of negative evaluation in academic environments. In this study, it was studied with students who were diagnosed with learning difficulties, who were in inclusive environments, attending special education and rehabilitation centers. The research was structured in the correlational research model due to the explanation of the relationship between variables, which is one of the quantitative research methods. The data of the research was collected by using Demographic Information Form, Sense of School Belonging Scale and Fear of Negative Evaluation in Academic Environments Scale. According to research findings, it was determined that there is a weak positive relationship between the sense of belonging to school scores of adolescents with learning disabilities and the cognitive effect and behavioral effect dimensions of the fear of negative evaluation. In addition, adolescents who receive special education support for one year have a higher sense of belonging to school than those who receive four years. A statistically significant difference was found between the scores of adolescents fear of negative evaluation in academic environments and gender. In line with these findings, it was determined that girls' fear of negative evaluation scores was higher than boys.