Disengagement from school represents the beginning stages of the general process which can end with dropout (Archambault et al., 2022; Henry et al., 2012). Disengagement, amplified by the recent impact of the COVID-19 pandemic, continues to impact the education of students in the United States, which if not addressed, can begin a cycle which may lead to dropout. When examining student engagement, educational professionals should consider behavioral, cognitive, and affective/emotional factors (Fredericks et al., 2004; Trowler, 2010; Trowler et al., 2022). Students involved in extracurricular activities can experience benefits including better educational outcomes (Dumais 2009; Everson & Millsap, 2005; Lipscomb, 2007; Lumpkin & Favors, 2012; Marsh & Kleitman 2002), enhanced school engagement and sense of belonging (Barber et al., 2012; Bohnert et al.; Knifsend & Graham, 2012; Schaefer et al., 2011), positive youth development (Berrett, 2006; Camire et al., 2012; Gould et al. 2007), positive post high school results (Berrett 2006; Dohle & Wansink, 2013; Gardener et al., 2008; Marsh & Kleitman 2003; Peck et al., 2008), and an increased sense of belonging at school which can be the result of higher self-esteem and improved mental health (Kukoda, 2021). Esports, or electronic sports, is the term used to describe the sport of competitive video game playing on either computers or consoles and are either individual or team-based competitions (Aviles et al., 2019). An analysis of the research demonstrated an absence of research which accounts for high school Esports athletes' perceptions. A qualitative phenomenological study was designed to answer the research question: How do current high school students perceive their involvement in Esports as influencing their school engagement? The study produced three significant findings as they pertain to Esports athletes' perception of engagement: Significant levels of involvement were present for all participants evidenced by student description and number of hours committed, all students articulated descriptions of behavioral, cognitive, and affective/emotional engagement because of Esports participation, and all students discussed engagement characteristics gained or strengthened through Esports and how the characteristics affected their engagement in school. The researcher recommends additional research in the field of high school Esports which includes a qualitative study expanding the participant pool and qualitative studies which examine student experiences when participating in specific game titles. School district decision makers should consider Esports as an additional extracurricular activity to proactively deter disengagement from school and/or reach students who have already experienced disengagement. [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.]