In the spring of 2002, the author conducted a qualitative study that used student engagement as a lens through which to analyze the effects of technology on campus. The setting was a four-year private institution that had, three years prior, instituted a laptop computer requirement for undergraduate students. The study used focus groups of first-year students, stratified by academic major and self-reported levels of laptop use, to explore the influences of a laptop requirement from the students' perspective--specifically, what students are doing with their laptops and why. This article describes the results of this study which revealed that patterns of engagement are changing due to the use of personal computing, yet many institutional services are barely keeping up with high student expectations for technology, let alone capitalizing on the learning opportunities inherent in the technology. Although the results speak about only one campus, they raise common questions about how technology and engagement intersect. In the author's study, changing engagement patterns were most notable in student interactions with faculty, with campus resources, and with academic content. (Contains 5 notes.)