This article presents a quantitative study utilizing HLM to analyze classroom walkthrough data completed by principals within 87 secondary mathematics classrooms across 9 public schools in Texas. This research is based on the theoretical framework of learner engagement as established by Argryis & Schon (1996), and refined by Marks (2000). It is also informed by Glickman, Gordon, and Ross-Gordon's (2012) theories on critical feedback. The results of the multi-level analyses indicate that regardless of school size or socioeconomic status, secondary level classes in which teachers provide students with critical feedback on their mathematics assignments are more likely to have higher levels of learner engagement than classes in which students receive less feedback from their teachers. (Contains 4 tables.)