This study examined learning engagement among a sample (n = 2,478) of international students who studied at institutions of higher education in the US. Using survey data collected by the National Center for Education Statistics (2020), I ran six regression analyses to study relationships among responding international students' reported ages, genders, races, degree aspirations, fields of study, residences, and their learning engagement. I found that international students who reported strong degree aspirations were more likely to display higher levels of learning engagement; furthermore, residence on campus was found to relate to learning engagement. I conclude that U.S. institutions of higher education had facilitated integration of international students with varied demographic characteristics. My findings addressed an evident research gap and showed that the critical race theory might be not applicable to an analysis of international students' learning engagement at U.S. institutions of higher education. My recommendations are for development of effective strategies to increase international students' learning engagement. [For the complete proceedings, see ED672804.]