Students cannot be expected to succeed in school unless they engage in educationally purposeful activities. Recent research shows that today's students are not as engaged as they should be. Educators should seek ways to reverse this trend to positively impact educational outcomes. This study investigates whether students in the Cisco Certified Network Associate (CCNA) program—an information technology certificate program—engage behaviorally in schoolwork, and examines what factors play a role in such engagement. In this study, behavioral engagement is defined as a function of students' (1) active learning and collaboration with peers as well as their (2) interaction with faculty. Effects of instructional practices were examined by using two-level hierarchical linear modeling to predict two behavioral engagement outcomes while controlling for students' expectancy and value motivation, gender, and age as well as their instructors' teaching and networking experience. A total of 773 high school and community college students from the United States who enrolled in the CCNA program were matched with their 149 instructors. Data were collected through online student and instructor surveys between July 30, 2004 and December 21, 2005. Course enrollment statistics were also utilized. Findings indicate that student engagement levels in the program were low comparable to the latest national report on student engagement. Nevertheless, students were more behaviorally engaged if their instructors employed collaborative and student-centered instructional practices. Students who valued the program were highly engaged as well. Females, older students, and students taught by expert network specialists were less engaged. Results should be interpreted with caution because the findings apply only to a small portion of the population. Implications were drawn based on findings; the most important is that students should be informed early on in the CCNA program about the consequences of lack of motivation. Future directions for research are provided.