For over the past 30 years, engagement has sparked a movement of faculty, students, and administrators to build learning cultures that deal more deeply with students taking accountability and involvement in their own learning. The problem is a lack of understanding of the teachers' experiences that influence their classroom engagement, no matter their discipline, field, and/or subject matter expertise. The purpose of this qualitative case study was to discover the experiences of university faculty that influenced their engagement, that are teachers in a large state southern university. The theoretical framework was based on both Boyer's (1996) and Schon's (2001) theories of engagement. The conceptual/physical framework was based on Kahu's (2013) three phases of engagement and Pickford's (2016) dimension of engagement. Five themed experiences were noted--Personal, Professional, Academic, Theory, and Outside Activity; along with a continuous flow of the knowledge base experiences from the initial individual experience of engagement, to classroom engagement, to outcomes, and then back to experiences was noticed, not leaving a distinction between engagement, antecedents, or outcomes--just a continuous Engagement Relationship Cycle. The results of the study demonstrate that previous research on engagement, experiences, and intelligences are relatively accurate individually; but need more research as interdisciplinary subjects. Our experiences through intelligences, emotions and social interaction make us human; understanding how all three of these areas work cohesively together and how our experiences influence our knowledge base and methodologies, will make us better educators. [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.]