This article reports on an investigation of students' experiences of learning, using a framework that focuses on the concepts of alienation and engagement. Thirty-six third year chemical engineering students were interviewed about their learning experiences. Alienation is defined here as the absence of a relationship that students might desire or expect to experience. Using this focus, six possible "relationships" were identified: to one's studies; to the broader university life; to home; to the career; to one's classmates; and to the lecturer. In each category a range of both alienated and engaged experiences were identified. With regard to the latter two categories, important de-alienating strategies were noted, and in particular the role that lecturers can play in facilitating these strategies.