School engagement is an important factor in academic success and social belonging for postsecondary education. Dually identified students receiving special education and English learner services may face obstacles to engagement. We conducted secondary analyses of the National Longitudinal Transition Study from 2012 to provide a description of high school engagement. We then examined engagement through interviews with 26 dually identified students from a large district in the northeastern United States. A contribution of this mixed-methods study is that while national data revealed somewhat limited engagement in extracurricular activities and inconsistent attendance, student interviews reflected self- perceptions of positive engagement. Implications for research and practice include further examining inner-group variation and increasing school-community partnerships for expanded engagement. [This is the online version of an article published in "The Journal of Special Education."]