Though being behaviorally active in the classroom is associated with attractive outcomes, many college students are disengaged. This study examines potential correlates of classroom engagement. Across two waves of data collection, with the second wave providing an internal replication challenge, three variables were consistently related to active classroom engagement. Higher self-esteem, less texting while driving, and lower externally oriented thinking predicted self-report of classroom engagement. Together, the three variables accounted for sixteen percent of the variance in engagement. Adding a fourth variable, gender, led to twenty percent of the variance in engagement being explained.