The extent to which smaller learning communities' (SLCs) focus on academic press and strong social relationships affects academic engagement among 9th graders in urban high schools was investigated. Data were collected through classroom observations, student questionnaires, and focus groups with teachers. Data were analyzed using descriptive statistics, multiple regression analysis, analysis of variance (ANOVA), and content analysis of focus group interviews. Results indicated moderate to low levels of academic press, social supports, and engagement. Students experiencing high levels of academic press were more academically engaged, but social support was not confirmed as a key factor in academic engagement. Focus group data indicated that much of the press and social support was attributable to the individual efforts of teachers, sometimes in spite of the SLC structure. Additionally, factors affecting engagement emerged, including teacher and student rapport, the relevance and complexity of the curriculum, and student ethnicity.