This study looked at the link between academic motivation, student-instructor relationships, and student engagement on a Historically Black College and University campus. This study used quantitative research methods to identify a relationship between students' academic motivation, campus engagement, classroom engagement, and student-instructor relationship and was conducted as a correlational study on the campus of an HBCU in Norman, AL. The study's findings support the existence of a link between students' campus engagement and classroom engagement. The results also revealed no connection between academic motivation and student-instructor relationships. The study emphasized the importance of campus involvement and first-year experience in predicting students' matriculation throughout college. [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.]