The purpose of this study was to examine the differences between community college entry-level students' use of counseling services and their engagement. Astin's (2007) "Developmental Theory of Involvement" framed this study. The 2013-2015 self-reported Survey of Entry-level students Engagement (SENSE) was used in this study to assess the engagement of entry-level students and the use of counseling services. The independent variables included the six counseling services (i.e., academic advising and planning; career counseling; job placement assistance; financial assistance advising; transfer credit assistance; and services with disabilities). The dependent variable for the study included the six SENSE benchmarks: early connections, high expectations and aspirations, clear academic plan and pathway, effective track to college readiness, academic and social support network, and engaged learning. Results of a multivariate analysis of variance (MANOVA) revealed a significant effect of students' use of counseling services on student engagement. No significant effect of students' use of counseling services on high expectations and aspirations was found in the study. Recommendations for best practices and further research are provided. [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.]