The purpose of this study was to examine the relationship between student aspirations and other background characteristics with student engagement level in their first year. Despite the knowledge that engagement is influential in student success outcomes, completion rates have not changed in more than thirty years (Gonyea, 2006). Hsieh (2014) related that in order to improve outcomes, colleges need to recognize the dynamic nature of student intentions and expectations, the factors that influence these goals before entering college, and the institution's role in shaping them while at college. Prior research has demonstrated that when student engagement behaviors, student background characteristics and their educational aspirations are studied together, educational outcomes could better be predicted. Based on the Expectancy-Value Theory, this study used data from the National Survey of Student Engagement (NSSE) at a regional college in the south between 2005 and 2017 to examine the differences between first-year students' degree aspirations and their engagement level, while controlling for background characteristics. Results from this analysis indicate that engagement cannot be reliably predicted from student background characteristics. Given the weak, and inconsistent relationships between student engagement with degree aspiration and background characteristics, the results of the current research point to the lack of influence student characteristics have on student engagement levels while in college. Findings from this study help inform administrators, faculty, and staff about their ability to influence students' educational aspirations and their impact 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.]