The purpose of this study was to use the National Survey of Student Engagement's (NSSE) measures of student engagement to determine whether there were different levels of student self-reported engagement scores when comparing freshman and senior level students who attend work colleges (WC) with public, four-year, small, highly residential institutions (PFSHRI) and private, four-year, small, highly residential institutions (PrFSHRI). NSSE is an annual survey that measures student engagement around four themes: academic challenge, learning with peers, experiences with faculty, and campus environment. NSSE's four themes were identified as the dependent variables in this study and were used to determine if there were any differences in levels of student engagement in freshman and senior level students attending WC, PFSHRI, and PrFSHRI. The benefit of this research analyzed whether students attending a work college are exposed to an environment which results in a greater level of student engagement than students who attend similar non-work college institutions. A multivariate analysis of variance (MANOVA) was used to compare the groups using supplied frequencies, means, and standard deviations in order to determine the effect of that the four NSSE themes (academic challenge, learning with peers, experiences with faculty, and campus environment) had on each of the independent variables of undergraduate students. The findings found students attending WC were more engaged in their campus environments and experiences with faculty when compared to those students attending similar public institutions. However, little significance in levels of student engagement were found when comparing PrFSHRI and WC. Further, the academic challenge and learning with peers themes were not found to be significant factors contributing to the students overall engagement levels when comparing the three groups. This study highlights the value of a work-service-learning model in higher education and its influence on student engagement. [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.]