Student engagement can be thought as the intersection between student behaviors and institutional conditions (Kuh et al., 2007). Focusing on what the institution does, academic probation is a policy intended to enable student engagement (Arcand, 2013; Duffy, 2010; Houle, 2013; Holland, 2005). However, academic probation is also a classification based on academic performance (Hsieh et al., 2007). This study explored students' experiences when classified on academic probation. Narrative data was generated with twenty-three participants of a four-year college in the United States. Academic probation meant being a failure, embarrassment, stigma, and not belonging in the institution. Findings shed light on academic probation as a policy and classification in the sense of how it might be counterproductive in achieving student engagement.