The theory of student involvement (Astin, 1984) acknowledges that as students devote time and energy to educationally purposeful activities, they can expect to make cognitive and affective gains throughout the college years. Participation in clubs and organizations is one form of involvement associated with a host of learning and developmental gains. Compared to other demographic groups, male college students may be more at risk of missing some of these gains because they show lower participation rates in cocurricular activities (Pike, Kuh, & Gonyea, 2003). Hierarchical multiple regression and logistic regression analyses were used to investigate the predictors of men's and women's involvement in collegiate clubs and organizations. Samples consisted of senior-year men (N = 554) and women (N = 991) who attended faith-based liberal arts institutions and completed the 2002 Cooperative Institutional Research Program (CIRP) and 2006 College Senior Survey (CSS) instruments. Students' entry characteristics, goals and aspirations, use of time, and campus experiences were examined. Four significant predictors of involvement were shared by men and women: previous high school involvement, anticipated collegiate involvement, working on campus, and student-faculty interaction. Living on campus in the first year of college, ethnicity (being White), public service goals, career goals, and satisfaction with a sense of community uniquely predicted involvement for women, whereas participation in intercollegiate athletics was a unique predictor for men. Program design, recruitment, outreach, and maximizing campus experiences are avenues through which the findings of this study can be leveraged to promote involvement in cocurricular clubs and organizations. (Contains 4 tables.)