There is growing evidence that school engagement, or more specifically disengagement, is a key indicator for predicting Early School Leaving. The aim of this article is to explore the impact of secondary schools in student (dis)engagement and subsequent opportunities to succeed in school. Drawing on data from a qualitative study in five secondary schools in Barcelona, the article discusses the role of school context in inhibiting or facilitating school engagement by exploring compositional effects, organisational and pedagogical practices, and teachers' expectations. To do so a twofold perspective is adopted: firstly, we look at the main school features and their impact on students' educational opportunities; and secondly, a systematic analysis of the dimensions of school engagement (behavioural, emotional and cognitive) is carried out. As a result, the article contributes to the identification of the most significant variables at school level that influence student engagement and their opportunities for school success.