While engagement has been identified as a key component to enhancing the academic outcomes of college students, less work has focused on specific predictors of engagement for Black college students attending predominately White postsecondary institutions (PWIs). The current study examined the influence of 2 dimensions of student-faculty interactions (caring attitudes and respectful interactions) and psychosociocultural factors (racial identity, perceptions of the university environment, and cultural congruity) on the academic and social engagement of 209 Black undergraduates attending a Southwestern research-intensive PWI. Hierarchical regression analyses revealed that these factors accounted for 34% of the variance in academic engagement and 32% of the variance in social engagement. Specifically, caring student-faculty relationships, cultural congruity, and racial centrality were significant predictors for both types of engagement. Implications of these findings for research and practice with Black college students are discussed.