The purpose of this quantitative study was to compare faculty and student perceptions of "student engagement" at a mid-Atlantic community college to determine the level of correlation between student experiences and faculty practices in five benchmark areas of student engagement: "academic challenge, student-faculty interaction, support for learners, active and collaborative learning and student effort." The comparison was performed by conducting a series of Chi-Square tests analyzing student and faculty responses from two nationally normed student engagement surveys-the Community College Survey of Student Engagement (CCSSE) and the Community College Faculty Survey of Student Engagement (CCFSSE). The study found a strong correlation between the responses of both faculty and students within each of the five student engagement benchmarks. The null hypothesis was also accepted because there were no significant differences found between faculty and student perceptions of "student engagement" in any of the five benchmark areas assessed. However, within each benchmark there were some significant differences (p<0.05) found in the level of agreement. For example, faculty typically perceived more engagement than students reported experiencing. Although these significant differences did not change the overall finding, they are important findings nevertheless. They allow the community college to better understand the nuances in faculty and student perceptions and perhaps design policies and practices to engage better students on campus. [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.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]