Early engagement research focused on the traditional face-to-face classroom experience but has expanded over the past decade to encompass blended e-learning systems (BELS), which include asynchronous and synchronous online courses. However, limited research is available regarding student engagement in HyFlex, a BELS environment where students attend class synchronously, with some participating in person and others via videoconference. Student engagement in HyFlex settings may differ from that depicted in the BELS literature as students and instructors must manage a dual learning space (in-person "and" videoconference) synchronously compared to the singular learning space in other BELS designs. In March 2020, multiple US educational institutions adapted courses traditionally taught in face-to-face settings to HyFlex environments to mitigate the risk of COVID-19 transmission. This transition continued into fall 2020, leaving instructors to adapt courses despite often having no experience with HyFlex. A web-based, cross-sectional survey was administered to 1,243 undergraduate students in fall 2020 at a mid-size, land-grant institution located in the US Midwest. In addition to demographic information, participants were asked to describe their primary attendance modality within their HyFlex courses. HyFlex learning environments offer flexibility for students to attend class, and when deliberately planned in the course pedagogy, can engage students simultaneously across platforms. When studied under pandemic conditions, subtle nuances exist between HyFlex and BELS contexts. Although findings may be unique to COVID-19, the specific constructs of student engagement in HyFlex may also be attributed to a dual-instruction space.