This study explores how students' thinking styles are related to their engagement, by administering the Thinking Styles Inventory-Revised II and the Student Engagement Scale to 225 deaf or hard-of-hearing (DHH) school students in mainland China. Results show that, among all participants, those with Type I styles (i.e., more creativity-generating, less structured, and cognitively more complex) had higher levels of student engagement, while those with Type II styles (i.e., more norm-favoring, more structured, and cognitively more simplistic) had lower levels. The contributions, limitations, and implications of the present research are discussed.