The changing nature of the world we live in highlights the need for higher education to produce an informed citizenry capable of critical thought and discourse. Engaging students in coursework creates students prepared to handle change. As community colleges continue to see growth and coursework shifts to an online delivery mode, the need to examine student perceptions of course engagement in online courses grows as well. This study examined student perceptions of course level engagement by surveying students at two small, Mid-western community colleges. A modified version of the Student Course Engagement Questionnaire (SCEQ) was used to survey community college students enrolled in online and traditional courses. The selected courses are all part of the state mandated general education core, required for obtaining an associates degree or transferring to a four-year institution. Additional demographic data including gender, age and hours worked weekly, were gathered. Findings indicate that the community college students were more engaged in traditional delivery courses. However, the means were all at a level that suggest that community college students in online and traditional courses perceive themselves as being engaged in both types of delivery modes. No difference in engagement score was found across course discipline area. No difference was found between engagement levels across gender, age or the hours worked per week. [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.]