Residential Newtowns are commonly referred to as settings lacking sense of place, socially homogenous, and isolated from the surrounding existing community. In contrary, we considered suburbia as a place and “hometown” in this study. The question posed was: is sense of place and attachment different between youth brought up in the Newtown and the existing rural community? If so, how are they different?A city in the outskirts of Tokyo was chosen for the context of study. The area was mainly farming villages until a government-developed Newtown project, one of the largest in Japan, begun in the 1970s. 8th grade students of three junior high schools in the city were given a questionnaire on images of their “hometown”. One school district is in the Newtown, one school district is in the existing community, and one school district stretches over a Newtown neighborhood and rural village. Students were asked to rate their attachment to “hometown” on a five-point scale and to name places they like, places they often go to, landmarks of the city, and local festivals they are familiar to. They were also asked to identify the area they feel attachment to, by marking the range they consider “hometown” on a map.Attachment scores to their hometown were generally positive and there was no significant difference between Newtown and existing community students. Places they like, go to, and landmarks were similar in both groups. However, existing community students named natural landscapes more frequently than Newtown students. While existing community students often used place names (village names) in their responses, Newtown students did not use this kind of expression and pointed out single facilities and spots. Some existing community students also named the entire “Newtown” as a single landmark or place.Approximately three fourth of existing community students marked their elementary school district or area bounded by a place name as their “hometown”. Less than half of Newtown students did so and tended to indicate more precise boundaries. There were some extreme cases of existing community students indicating areas excluding the Newtown, and Newtown students indicating only their apartment building, school, and shopping mall as “hometown”.The results suggest that Newtown and existing community students may recognize places in different ways. Newtown students tend to structure their knowledge of places around individual experiences and spots, and by noticeable physical elements. Existing community students tended to identify places more comprehensively as a district. However, Newtown students in the school with existing community students had more knowledge of traditional festivals and natural landscapes than in the Newtown-only school, suggesting that knowledge and sense of places could be affected by students of a different background. Factors which form such differences in sense of place, physical and social, are to be investigated further.