Many low-income students at community colleges may forgo being advised by a financial aid counselor because of communication barriers in understanding the process of borrowing to pay for tuition. These communication barriers may be due to a lack of engagement on the part of the students. For low-income community college students, research on using loans to cover college costs and the use of financial aid advising could be useful to stakeholders in determining the best methods to engage students in the learning process. The purpose of this quantitative study was to use the theory of student engagement to examine the relationship between student loans and the frequency of use of financial aid advising in relation to student engagement as perceived by low-income community college students. Ex post facto data were used from the Community College of Survey of Student Engagement survey from 2017, 2018, and 2019. The results of the study suggest that the Level of Student Engagement for low-income community college students who used financial aid advising was higher than those who do not. Furthermore, the results showed that low-income students who used financial aid advising two to four times exhibited higher levels of "Active and Collaborative Learning," "Student Effort," "Academic Challenges," "Student-Faculty Interaction," and "Support for Learners" than low-income students who did not use financial aid advising. These findings provide information regarding the relationship between student loans and the frequency of use of financial aid advising in relation to student engagement as perceived by low-income community college students. [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.]