There is a call for more students to continue into computer science (CS), but as many leave their studies before completing, there is a potential in retaining students rather than focusing on recruitment alone. The retention literature proposes ‘sense of belonging’ as a key concept. This paper contributes with nuancing how sense of belonging is shaped differently within different spaces at the same CS study-programme, by drawing on narrative interviews and ethnographic fieldwork with BA-students, analysed through a spatial analytic lens. By applying the metaphors of a solar system and force fields, we investigate how sense of belonging was constructed within relational spaces and students’ identity-negotiations within them. Three spaces are found: The study-lounge (the epicenter of the solar system), the pulsating planet, and the distant isolated planet. Conclusions show how the epicenter are enforced by teaching and learning activities, and how broadening what counts hold potential to retain students.