The problem addressed within this study was the limited evidence regarding the effectiveness of various alternative high school settings to provide high school students with the opportunity to improve their credit attainment rate through the focus on student engagement. The purpose of this quantitative causal-comparative and correlational study was to (a) identify the relationships between types of student engagement (academic, behavioral, and affective) and rate of credit attainment for students enrolled in alternative high school settings, (b) determine what types of student engagement contribute to variance in the rate of credit attainment, and (c) examine what significant differences in type of engagement and level of credit attainment, if any, are evident between different alternative high school settings. De-identified data from 381 high school students who attended one of three alternative high school settings within one school district in the Midwest were collected for analysis. Results of a multiple regression revealed academic and affective engagement as significant contributors to variance accounted for in the rate of credit attainment. Results of a one-way MANOVA included significant differences in type of engagement and credit attainment between the different alternative school settings. Limitations are noted due to the study design, the setting, and measurement of variables employed. Recommendations for practice include administrators identifying and focusing on assessing different types of student engagement, promoting school initiatives and practices that impact student engagement, and considering their student population to determine how best to evaluate and improve student engagement in alternative high school settings. The findings add to current research regarding student engagement and credit attainment rate as performance measures for different types of alternative schools. [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.]