Student engagement in school is an important construct that has been associated with student success. For the current study, researchers examined the psychometrics of the Student Engagement in Schools Questionnaire (SESQ) and the Teacher Engagement Report Form (TERF-N) of student engagement. The results revealed that both the SESQ and the TERF-N have good internal consistency. The exploratory factor analysis results for the SESQ demonstrated alignment with the theoretically driven development (five factors: Affective Engagement-Liking for Learning, Affective Engagement-Liking for School, Behavioral Engagement-Effort & Persistence, Behavioral Engagement-Extracurricular, and Cognitive Engagement) whereas the results for the TERF-N were more complicated. The items did not load as conceptualized in a 3-factor model, but instead loaded on one, General Engagement factor. Finally, while it may be that teachers viewed a student's level of engagement as a global construct, the correlations between the measures indicated that they might be used to provide helpful, convergent information obtained from a variety of sources regarding a student's levels of engagement. Future directions and implications for school psychologists are discussed. (Contains 2 figures, 7 tables and 3 footnotes.)