This study explores the extent to which students in a community college remedial English as a second language (ESL) course engaged with a class wiki and the relationship between their pattern of engagement over time and success in exiting remediation. Participants included 47 students in two sections of ESL writing during the spring 2009 semester. Results showed that repeated out-of-class engagement over the course of the semester was positively associated with successfully exiting remediation. However, average level of engagement was low, suggesting that, in this context, technology-mediated learning activities do not necessarily lead to increased engagement. (Contains 10 tables, 1 figure, and 1 footnote.)