This study, which was conducted with a mixed methods approach, identified specific teacher behaviors that enhance student engagement as perceived by the students. Students were asked to rate the behaviors they found as boosting their engagement in class as exhibited by their best teacher in the school (Best Teacher Overall), and their best mathematics teacher (Best Teacher Mathematics). Three hundred twelve 12th grade students from semi-urban areas were surveyed in New York and in Onitsha, Nigeria. These students were drawn from two Catholic high schools. Six of these students were also purposefully selected to respond to open-ended questions and interview sessions. Three hundred students responded to Teacher Communication Behavior Questionnaire (TCBQ). The data collected showed 212 valid responses of which 132 are from New York and 80 from Onitsha, Nigeria students. The result of the analysis revealed that the two groups of students identified similar teacher behaviors as engagement-enhancers using SmartPLS. Further analysis of the identified factors using Mann Whiney U test revealed a significant difference in the mean ratings of the two groups which the qualitative analysis of the open-ended questions and interviews showed to be in the quality of the effect of the teacher behaviors on the students. The qualitative difference was traced to the fact that New York students see students at the center of school activities, whereas Onitsha, Nigeria students believe that teachers occupy that position. This perception has a root in the student's attribution beliefs. [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.]