The purpose of this descriptive case study was to examine the impact of the Question Formulation Technique (QFT) on student engagement in the CHEM 100 course at Rider University. The action research study was conducted during the fall semester of 2022 with seven participants. The QFT protocol was taught separately from classroom instruction. Neither the classroom instructor nor a professional development provider, my positionality ranged from a non-participatory observer to an essential participant involved in all aspects of the research: an insider-outsider who occupied the space in between. Qualitative data were collected from the following instruments: pre-instruction semi-structured interviews conducted with seven participants; post instruction semi-structured interviews completed with six participants and the adjunct instructor who taught the CHEM 100 course; self-reports recorded on Qualtrics, an online survey tool; and both classroom observations and the fidelity of QFT instruction were documented in written journals. Reflexive thematic analysis was used to identify, analyze, and report codes and themes that evolved within the data through the recursive process, the repeated application of Braun and Clarke's (2022) phases of thematic analysis. The findings revealed that QFT instruction encouraged behavioral and cognitive engagement in the CHEM 100 course at Rider University. Following the QFT intervention, the participants' comfort level either increased or remained constant when asked about asking their own questions. Lastly, the findings show the participants gradually moved from passive receivers of information to active participants in the learning process. [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.]