In recent years, the concept of “student engagement” has gained attention in education. As the term suggests, students who are engaged are more likely to feel like they belong in the classroom. Researchers have suggested that focusing on student engagement has direct results on the quality of learning for students, including higher grades, test scores, and completion rates and lower dropout rates (Wang & Fredricks, 2014). Student engagement is increasingly viewed as an indicator of successful classroom instruction (Groccia, 2018) and an indicator of institutional excellence. More recently, increasing student engagement has become a priority for teachers and schools in a post-COVID era. For this reason, some school districts have adopted engagement as a district initiative to improve practice and student learning. Similarly, student engagement may be used as a way to frame professional development for teachers or as a way to evaluate teachers. Regardless of the benefits, importance, and need for engagement, it is unclear how the term is defined; engagement has become an almost “catch-all,” wherein educators use the term to refer to varying ideas and practices. In this session, we will examine the concept of student engagement, its uses, and implications in the music classroom. We look at definitions and examples of three types of engagement–doing, thinking, feeling. Next, we will develop questions for teachers to ask themselves as they assess student engagement. Then, we will explore strategies to help engage students in the three types of engagement. Finally, we will discuss ways music teachers can communicate about engagement with colleagues, including administrators and other teachers, both in and outside music.