This investigative engagement study explored the relationship between self-reported well-being indicators among students at an urban university in southern California and sought to identify variables that predict engaged learning among students who enroll in Africana Studies courses. This study used a correlational design involving an online survey of undergraduate college students from California State University, Northridge who took Africana Studies courses in fall 2014. Regression analysis was conducted to determine which of the persistence constructs (e.g., academic self-efficacy, positive relations with others, psychological sense of community, and socially responsible leadership) were significant predictors of engagement with the college experience. Findings revealed that well-being indicators contribute to engaged learning, which coalesce with African-centered values. Implications for practice and suggestions for future research are discussed.