This article is based on data from a large mixed method research project funded by the Teaching and Learning Research Initiative (TLRI) in Aotearoa New Zealand. The article addresses the question: how do tertiary teachers in Aotearoa New Zealand perceive their role in student engagement? Quantitative data revealed both similarities and differences in how teachers perceived their role. These data also disclosed some surprising differences in their espoused and in-use priorities for engaging students. Qualitative data disclosed that most respondents in the sample were learner centred and thought that responsibility for student engagement was a shared responsibility, a partnership between teachers, students, institutions and outside influences such as family and friends.