Research suggests that student engagement is a multi-faceted construct yet remains essential for student success in higher education. College students' actions, attitudes, and thoughts may serve as indicators for various levels of learning and development. Since online learning slowly emerged as a viable option in higher education, research has explored how this new type of learning compared with its traditional counterpart, often with mixed results. In order to continue teaching and learning when traditional face-to-face classroom instruction was prohibited, colleges and universities quickly adopted online as their only option. This study sought to determine whether there was a significant difference in student engagement, student withdrawal rates, and student performance in relation to course delivery type; specifically, among synchronous face-to-face, asynchronous remote, and synchronous remote classrooms. Student engagement data was collected using a self-reported cross-sectional survey. Withdrawal rate and performance data was collected after the spring 2022 semester. Findings suggest that course delivery type has no significant difference in student engagement, withdrawal rates, and student performance. Although many of the hypotheses were not statistically supported by the data, this study contributes to the existing knowledge about student engagement. One concept that came from this research is the reluctant online learner. This learner was defined as students enrolled in online postsecondary courses not out of choice but necessity. These online learners did not knowingly or willingly register for online classes but were instead mandated by unprecedented circumstances to learn remotely. This concept could provide administrators and instructors with insight as online learning has become more prevalent since the COVID-19 pandemic. [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.]