The theory of student involvement (Astin, 1984) acknowledges that as students devote sufficient time and energy to educationally purposeful activities, they can expect to make desirable gains throughout the college years. Participation in campus clubs and organizations is one form of involvement found to be associated with a host of learning and developmental gains. Uninvolved students may be missing a readily available opportunity for added learning and development. Compared to other demographic groups, male college students may be more at risk of missing some of these learning and developmental gains due to lower participation rates in co-curricular activities (Pike, Kuh, & Gonyea, 2003). This study joins a larger body of emerging scholarly research focused on understanding gender gaps in higher education, thereby attempting to illuminate gender's role within the college experience of women and men (Sax, 2008). 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 (Higher Education Research Institute). Blocks of variables related to students' entry characteristics, goals and aspirations, use of time, and campus experiences were examined. Four significant predictors of involvement in clubs and groups 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 to specific student groups, and maximizing campus experiences are avenues through which the findings of this study can be leveraged to promote the involvement of men and women in co-curricular clubs and organizations. A discussion of the findings, limitations of the study, and directions for future research on gender and involvement are offered. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]