In the United States, colleges and universities have not promoted the academic success of their students of color as effectively as their White students (National Center for Education Statistics [NCES], 2016). While much research has been conducted to explore how racism impacts higher education attainment of Black/African American and Hispanic/Latinx students (Flores & Park, 2013; Naylor, Wyatt-Nichol, & Brown, 2015; Owens & Lynch, 2012; Wodtke, 2012), there has been limited research on noninternational, Asian American students on college campuses. The presumption of the model minority myth dismisses the fact that Asian Americans are not only extremely heterogenous in terms of race and ethnicity, but also that there is significant variation when it comes to academic achievement (Lee & Kumashiro, 2005). As student engagement is a predictor of student success (Harper & Quaye, 2009; Kuh, 2001; Pascarella & Terenzini, 2005; Quaye & Harper, 2015), this study examined the engagement rates of first-generation and non-first-generation Asian American students at various types of institutions compared to their peers and whether the engagement rate differed depending upon the institution type. Using descriptive and inferential statistics, this study analyzed data from the Spring 2015 administration of the National Survey of Student Engagement (NSSE). Findings suggest Asian American students are not as engaged as their peers, there is a difference in the rates of engagement between first-generation Asian American students and non-first-generation Asian American students, and that Asian American students who attend baccalaureate colleges report higher engagement levels than other types of institutions. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]