Faculty motivation and student engagement are two topics that have been extensively researched within higher education. How individual faculty motivations influence their engagement with students has been less commonly examined. Additionally, the concept described as the disengagement compact (Kuh, 1991), an implicit bargaining agreement of minimal engagement between faculty and students, has been a growing concept that has received minimal attention. The intent of the study was two-fold: (a) To understand how faculty perceived their motivations that influence their personal engagement with students; and (b) to determine if the identified faculty motivations offered evidence for or against the disengagement compact concept. This collective case study examined data which resulted from interviews of nine faculty members, participant provided documents, and site documents from three private universities. The findings outlined top motivators of faculty to engage with their students are intrinsically based. Additionally, the plausibility of the disengagement compact existing at each campus increased when factors such as size of the institution and requirements on research and service were emphasized. [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.]