Many studies have examined persons with traumatic brain injury (TBI) and, consequently, have made recommendations for academic accommodations. However, academic attainment and retention for this population still is low. Students with TBI that arrive on college campuses describe feelings of loneliness and social isolation, which leads to reduced sense of belonging in the campus life. The research questions for this study were: How do persons with TBI perceive satisfying relationships inclusive of family, friends and significant others with regard to their feelings of belonging on postsecondary campuses, and how do these perceptions influence feelings of wellness and connection to others, and, lastly what factors contribute to positive and appropriate social interactions in a postsecondary setting? The study employed a qualitative research design based on the analysis of 12 in-depth interviews with participants with TBI between 18 and 35 years of age, who were between 6 months and 5 years post injury. The theoretical foundation of the study was based on the Native American Medicine Wheel. Four interview questions were embedded in each of the four paradigms of the Medicine Wheel, including the Spiritual, Emotional, Intellectual, and Physical domains. Seven themes emerged that revealed that persons with TBI are challenged in feeling social satisfaction and inclusion. This study provides insight into post-TBI psychological adjustment, personality changes, identity shifts, social isolation, and engagement. Findings will attempt to influence research, policy, and practice for postsecondary environments serving the academic and social development needs of students with TBI.