The idea that student engagement is positively associated with the quality of learning in the college class room is widely accepted among educators. Despite this, accomplishing high levels of student engagement remains a hit-or-miss phenomenon in part because few empirical studies can provide faculty with significant guidance. Deciding what will work best is particularly vexing in business schools because there are many teaching approaches that appear on their face to be highly engaging. In this paper we address this issue by exploring the extent to which student engagement in classes in one business school are associated with principles of good teaching practice. To do this, we surveyed a convenience sample of student perceptions of both their engagement in the classroom and the practices used by the instructor. Our survey of classroom practice is based on the frequently-cited “Seven Principles of Good Practice” (Chickering & Gamson, 1987).