Blended learning seeks to address several common problems that exist in higher education online learning models. Often, these models attempt to reproduce traditional classroom models which focus on students acquiring knowledge from a single subject matter authority. This traditional model does little to foster students’ engagement in the learning process, and a significant body of research indicates that the importance of such engagement, regardless of how it is defined, cannot be overstated. Working from the hypothesis that student engagement (behavioral) would have a positive impact on student success in graduate business education (as measured by final course grades), our results demonstrate a relationship in the expected directed between student engagement and the students’ final grades in the classes.