Student retention and graduation in higher education are important goals for institutions across the U.S., yet improving rates of first-year retention and graduation has proven challenging. One strategy promoted for improving these rates of student success is increasing levels of student engagement in the classroom and within the larger academic context. Two surveys, the National Survey of Student Engagement (NSSE) and the Community College Survey of Student Engagement (CCSSE), have been designed to measure student engagement using self-reported data. Research suggests survey responses are linked to learning and student success (Kilgo et al., 2015; Kuh et al., 2017; Pike, 2013; Price & Tovar, 2014; Shinde, 2010). However, questions remain about the exact relationship between the surveys and student success, particularly since little research has been conducted on the most recent version of the NSSE (developed in 2013). The study employs an ordinary least squares regression to examine the relationship between institutional averages on the two surveys (NSSE/CCSSE) and institutional rates of student success (first-year retention and graduation/transfer) while accounting for key covariates. Results suggest that several engagement practices measured by the survey have significant relationships with student success including positive relationships for supportive environments and collaborative learning and negative relationships for student-faculty interaction, learning strategies, and student effort. [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.]