Despite the intuitive appeal of purpose as a subject of inquiry and its associations with positive life outcomes, empirical research on adolescent purpose is limited. This exploratory study examined several dimensions of purpose--classification, engagement, and commitment--based on essay and survey responses from a sample of 124 low-SES and ethnically diverse 7th- and 8th-grade students from an urban-based New Jersey public middle school. It was hypothesized that students who indicated having an integrated purpose that touched on and reinforced multiple life domains, along with active engagement with their purpose, would be more committed to their purpose. The data illustrated that students who described themselves as engaging with their purpose scored higher on "purpose commitment," as measured by the Modified Purpose Scale, than students who did not indicate "purpose engagement," suggesting that active engagement with a purpose might be an important factor in the level of commitment youth feel toward their purpose. Students did not significantly differ on their "purpose classification" (i.e., one purpose, parallel purpose, integrated purpose, no purpose), "purpose engagement," or "purpose commitment," by grade, gender, or ethnicity. Additionally, their "purpose commitment," as measured by the Modified Purpose Scale and Modified Short Grit Scale, did not differ by "purpose classification." Limitations and further implications of this study, as well as suggestions for future research are also addressed.