Part of a larger research project, this article presents a phenomenological self-study exploring the qualities of student engagement that occurred in one professors' college class-room over two semesters' time. The purpose of the study was to better understand college students' engagement in learning utilizing a reflective, data-based process. The study piloted a modified Instructional Practices Inventory (IPI) data collection process using a peer observation format. In addition to IPI codes and anecdotal notes, data collection included professor/investigators' written reflections, student course evaluations, and a student focus group. The study addressed two research questions: 1) How do college students engage in learning? and 2) Why do college students engage in learning? College students in the study engaged in learning most often when they paid attention, participated actively in discussion, and used higher order thinking to complete class assignments. They were motivated to engage in learning when they viewed information, activities, and assignments as relevant, felt emotionally connected to the course content, and experienced positive interactions with their professor.