This study examined the engagement of students with learning disabilities and emotional disturbance and the relation of this engagement to school completion. Participants were parent-identified students with learning disabilities (LD) and emotional or behavioral disorders (EBD) and comparison groups of average-achieving peers and students without disabilities who dropped out or stayed in school. Comparisons of the engagement of students with LD or EBD and average-achieving peers showed significant differences (but small in terms of effect sizes) and indicated that students with LD or EBD reported less desirable engagement than their average-achieving peers. After accounting for achievement test scores, grade retention, and socioeconomic status, student engagement variables were significant predictors of school dropout and completion for students with LD or EBD and students without disabilities. Implications of these results in terms of the construct of student engagement and school dropout and future directions for research are discussed.