Student engagement is a term that is loosely used throughout education and it is defined differently in the various stages of education. This study sought to find factors that predict student engagement for first-generation community college students using secondary data from the Community College Survey of Student Engagement (CCSSE). Using the two components of student engagement established by Kuh et al. (2005) and the definition of social capital by Portes (1998), data was analyzed using hierarchical multiple regression in four blocks to determine which independent variable positively contributes to first-generation college student engagement. This study defined engagement by using two of the five CCSSE benchmarks of student engagement: college support for learners and student-faculty interaction. The sample used for this study included students who participated in the 2008 CCSSE Cohort and indicated that the highest level of education received by their mother or father was high school diploma or GED. The expected results of this study revealed that background characteristics, the quality of on-campus relationships, and use of student services positively predict the engagement of first-generation community college student. On the other hand, this study has revealed that support from family contributes less than the support of friends in the engagement of first-generation community college students. This unanticipated result warrants further studies on the contribution of family support for first-generation college students. [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.]