Higher education institutes experience lower success rates in online learning environments compared to traditional learning. Students' engagement within the learning management system (LMS) is one of the main factors affecting students' academic performance and retention. This quantitative correlational-predictive study examined if, and to what extent students' engagement frequency (SEF) and students' engagement duration (SED) collectively and/or individually predicted students' academic performance (SAP) in business courses at one community college in Arizona. The theoretical framework for this study included engagement theory and a model of student engagement, prior knowledge, and academic performance. The research questions asked to what extent the number of times a student logged into the LMS and the time student spent logged into the LMS during the course on the learning management system predicted their academic performance in multiple business courses. A multiple linear regression was performed on deidentified archival data from a sample of 80 community college students who had enrolled in multiple business classes in the Fall of 2023. The dataset included the total number of student logins, total time each student spent on the entire course, and student final grade. The results showed a nonsignificant predictive relationship between the two predictors considered together and SAP, R[superscript 2] = 0.067, adj. R[superscript 2] = 0.043, F(2, 77) = 2.762, p = 0.069, Cohen's effect size f[superscript 2] = 0.0718 (midway between small and medium). The SEF was the only individually significant predictor in the model (std. [beta] = 0.258, t =2.280, p = 0.025), which could be enhanced through the course requirements structure and LMS tracking to improve learning. [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://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]