The purpose of this study was to add to the literature on college student satisfaction. More specifically, expanding research of empirical studies set in multi-campus systems. This was accomplished by examining the influences of academic engagement factors and comparing demographic group differences related to college student satisfaction. Factor analysis, multiple regression, and analysis of variance, followed up with post hoc tests were the statistical methods used to analyze the University of California Undergraduate Survey data. First, "What academic engagement factors within a large public university system have predictive value in determining college student satisfaction?" The following predictors were found to influence college satisfaction, listed in order from most to least impact: class engagement, classmate interaction, academic effort, class disengagement, and faculty interaction. Second, "What differences in college student satisfaction exist within the following background variables: (a) gender, (b) ethnicity, and (c) year in college?" Results for the gender group revealed that female students were significantly more satisfied with college than males who were dissatisfied with college. Also, analysis from the ethnicity group revealed African American and Asian students were less satisfied with college than Latino and White students. Finally, seniors were the most satisfied with college compared to freshmen, sophomores, and juniors. [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.]