This study investigated how Mississippi teachers perceive the effectiveness of student engagement in elementary classrooms. A descriptive statistical study was conducted using a web-based survey sent to elementary school teachers in central and delta school districts in Mississippi. Quantitative methods were used, and data were collected and analyzed to conclude if age, gender, level of education, years of teaching experience, or grade level taught determine how elementary school teachers perceive the effectiveness of student engagement in elementary classrooms. The survey received 145 responses. The grade levels associated with the participants are kindergarten, first grade, second grade, third grade, fourth grade, and fifth grade. The current perceptions of teachers and their usage of engaging activities provided insights on whether the use of engaging activities is effective amongst elementary school learners in classrooms within southern and delta school districts in Mississippi. According to this study, there is no difference in elementary school teachers' perceptions toward the effectiveness of student engagement due to age. This suggests that the age of elementary school teachers does not determine how they perceive the effectiveness of student engagement in elementary classrooms. From this study, it was found that there is no difference in elementary school teachers' perceptions toward the effectiveness of student engagement due to gender. This suggests that the gender of elementary school teachers does not determine how they perceive the effectiveness of student engagement in elementary classrooms. As a result of this study, it was revealed that there is no difference in elementary school teachers' perceptions toward the effectiveness of student engagement due to level of education. This suggests that the level of education for elementary school teachers does not determine how they perceive the effectiveness of student engagement in elementary classrooms. The results of this study showed that there is no difference in elementary school teachers' perceptions toward the effectiveness of student engagement due to years of teaching experience. This suggests that the years of teaching experience for elementary school teachers does not determine how they perceive the effectiveness of student engagement in elementary classrooms. Because of this study, it was proven that there is no difference in elementary school teachers' perceptions toward the effectiveness of student engagement due to grade level taught. This suggests that the grade level taught by elementary school teachers does not determine how they perceive the effectiveness of student engagement in elementary classrooms. [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.]