The aim of this study was to examine differences in engagement between high- and low-achieving senior undergraduate students taking all their courses online. Data was collected from the NSSE for the 2015-2016 academic year. The authors analyzed 7 of the 10 NSSE student engagement variables. They found that high-achieving students scored higher for the following engagement variables: higher-order learning, reflective and integrative learning, learning strategies, quantitative reasoning, and effective teaching practices. Low-achieving students were found to score higher in student-faculty interaction. There was no significant difference between scores of high- and low-achieving students for collaborative learning.