College student satisfaction and engagement are important indicators of the quality of student learning experiences and outcomes in higher education. Researchers have found student satisfaction to be positively related to student persistence and academic success (Kuh, 2009; Strahan & Credé, 2015). Understanding the level of student satisfaction and how this relates to engagement patterns is important for practitioners at institutes of higher education to foster an institutional environment which students are both engaged in and satisfied with various aspects of their college experience (Webber et al., 2013). One way to achieve a better understanding of the closely related concepts of student satisfaction and engagement is to uncover the dynamics between them--only partially addressed by researchers to date (Webber et al., 2013). Using student satisfaction as the sole data source provides an incomplete picture of what students experience on campus, because student satisfaction surveys pertain only to students' personal perceptions and evaluations of their experiences. Student satisfaction should be examined as a multifaceted construct rather than as a single dimension (Strahan & Credé, 2015). The authors classified student satisfaction groups based on 5 dimensions of satisfaction measured by a home-grown Student Satisfaction Survey (SSS) and examined students' engagement patterns in relation to the groups identified. The study focused on two research questions: Based on data collected from the SSS, can students be classified into groups that have distinctive satisfaction patterns? How do satisfaction groups differ in their engagement patterns? The results provide evidence to support the idea that highly satisfied students tend to be engaged in educational activities and vice versa, although no causal relationship between satisfaction and engagement is indicated.