The relationship between student engagement and student outcome achievement is well documented in the higher education literature for US students and has recently gained traction for students in other countries such as Australia, New Zealand, Malaysia, and England. Yet, few studies have examined this relationship in countries with evolving or restructured systems of higher education, such as South Africa. Student engagement and corresponding barriers may differ across cultures, underscoring the need for research in restructured higher education systems. Although it is important to examine academic outcomes and their barriers, since the majority of a student's time is spent outside the classroom, it is equally important to explore how the cocurricular experiences influence student learning outcomes. Such research could prove useful to anyone invested in student learning and success and, more specifically, for faculty and administrators in higher education. This study aimed to fill a void in the student engagement literature by assessing (a) college students' experiences with, interest in, and time devoted to cocurricular activities; (b) student characteristics and perceptions of learning outcomes; and (c) reported barriers to student engagement in post-Apartheid South Africa. The multivariate analysis of variance in the authors' analyses revealed significant and practical differences between particular student characteristics--student identity groups, sex, and residence on or off campus--and the achievement of desired student outcomes. (Contains 4 tables.)