The purpose of this article is to critically evaluate the strengths, weaknesses, and gaps in the literature on behavioral, emotional, and cognitive engagement so that the potential of the concept can be realized. The concept of school engagement has attracted increasing attention as representing a possible antidote to declining academic motivation and achievement. Engagement is presumed to be malleable, responsive to contextual features, and amenable to environmental change. Researchers describe behavioral, emotional, and cognitive engagement and recommend studying engagement as a multifaceted construct. This article reviews definitions, measures, precursors, and outcomes of engagement; discusses limitations in the existing research; and suggests improvements. We include research on engagement in the classroom and in the larger school community. The authors conclude that, although much has been learned, the potential contribution of the concept of school engagement to research on student experience has yet to be realized. They call for richer characterizations of how students behave, feel, and think--research that could aid in the development of finely tuned interventions.