This study examined the predictors of student behavioral engagement, as measured by in-class attendance in a blended MBA program at a small, private college in the northeastern United States. In-class attendance was taken at the beginning of each class and students were considered “in attendance” if they were in the physical classroom space, or joined the session virtually via WebEx. Initial considerations of central tendency and correlation are reported. Subsequently, multiple regression analysis was conducted to assess the impact of gender, undergraduate GPA, and years since undergraduate completion on behavioral engagement. Results indicated that all three predictors possessed a significant, positive relationship with the criterion. Of the predictors, undergraduate GPA yielded the strongest relationship with behavioral engagement, while controlling for the other variables. Implications of the findings and potential avenues of future research are discussed, along with limitations and other considerations of the study’s methods, procedures and ultimate findings.