Past literature has examined ways in which college students adopt civic identities. However, little is known about characteristics of students that vary in their expression of these identities. Drawing on data from American College Testing (ACT), this study employs multinomial logistic regression to understand attributes of students who vary in their regression for civic behaviors in college. Categories of super-engager, apolitical-engager, social-cultural engager, and non-engager are advanced to explain emerging profiles of students who differ in civic expression related to gender, academic ability, religious involvement, high school leadership experiences, and college major. Authors discuss implications for civic educators.