The purpose of this qualitative research study was to explore how Higher Education Institutions' (HEIs) instructors perceived the engagement of college learners with instructional practices online during the COVID-19 Pandemic at a college in New York. Underpinning the study was the engagement theory framework, which focuses on the use of collaborative (relate), problem (create), and service (donate) based instructional practices that promote learning in an online setting. Three research questions were identified: (1) What are Higher Education Institution (HEI) instructors' perceptions of college learners' engagement with instructional practices in the online learning environment considering the engagement theory component "relate?" (2) What are Higher Education Institution (HEI) instructors' perceptions of college learners' engagement with instructional practices in the online learning environment considering the engagement theory component "create?" (3) What are Higher Education Institution (HEI) instructors' perceptions of college learners' engagement with instructional practices in the online learning environment considering the engagement theory component "donate?" Fifteen faculty members from a college in New York participated in this study. A COVID-19 Faculty Survey, semi-structured interviews, and a focus group were used to assess instructors' perceptions of student engagement. The findings in the present study indicated that exposing students to activities where they can work collaboratively, in teams solving problems, and where they can transfer learning through service to their communities can increase student engagement in online learning. Recommendations for future practice suggested that as the COVID-19 Pandemic continues, the educational community must identify and implement instructional practices and faculty development that can effectuate student engagement and effective teaching. Future research may use a phenomenological approach and might provide instructors with insight that could be used to identify aspects of instructional practices that engage students. Further research might provide instructors with insight and recommendations for effective lesson delivery or differentiation to address student engagement. [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.]