An increase in online learning has created a set of new challenges for higher education institutions. Institutions seek to retain students and ensure they are engaged in their courses. This paper examines forms of engagement that traditional and nontraditional students perceive in their online asynchronous graduate courses at a public flagship university. The authors examined relevant literature and surveyed students across several online graduate education programs. The survey shows that collaborative engagement, specifically the indicator of connecting to institutional opportunities, is the lowest tallied. This suggests that online graduate programs should seek to implement more collaborative engagement indicators. The survey also shows that cognitive engagement, specifically the indicator of class work that allows you to think critically, is the highest tallied. This suggests that students engage with the course materials in an effective manner. Synthesis of these survey results suggests that, while online graduate programs in this academic unit succeed in engaging students in critical thinking, they should seek to engage with students through more access to institutional opportunities.