This paper examines the process of student engagement into two narrative-based pedagogical tools (a music video and a short teaching case) often used in university classes to illustrate international and cross-cultural issues, and the effects student engagement has on both enjoyment and the student's ability to identify critical themes. The research provides evidence that the degree of a student's narrative engagement impacts both thematic comprehension and enjoyment, two important objectives of using narrative-based pedagogical tools in the classroom. The study findings inform the choice of teaching methods for instructors in charge of courses containing international and global topics.