The 21st-century global economy has significantly changed the landscape of the American workplace. Apprenticeship training programs are gaining momentum as a postsecondary training approach to fill growing worker shortages for industry-specific needs and prepare workers for new or expanding industries (Fitzpayne & Pollack, 2018; Freyer et al., 2019). Creating an environment that considers the distinctive attributes of apprenticeship training design and delivery is important to apprentice learning. This can influence apprentices' ability to engage in learning in a classroom setting. Despite research on apprenticeship learning, there is a need for a holistic framework that situates work-based training as a comprehensive learning approach within an adult education framework. Additionally, apprenticeship training that builds learner skills and competencies should include practice pedagogies and curriculums that reflect the sociocultural influences of living and working in the 21stcentury. This instrumental case study examined the experiences of apprentice learners as they relate to classroom engagement in a community college setting. Using semi-structured interviews and classroom observations, this qualitative study used a sociocultural lens to examine how apprentices engaged behaviorally, affectively, and cognitively with instructors, peers, and learning content. The three primary findings from this study are: (1) apprentices need support, especially at the onset of training, (2) an early connection to workplace training is beneficial to classroom engagement, and (3) adopting an apprenticeship philosophy makes program design more engaging. Insights gained from this research reveal that apprenticeship training design requires a different approach than traditional workforce and continuing education and degree programs offered at the community college level. In this study, apprentices shared that their expectations of engaging in experiential learning were impacted by the extent of their prior knowledge, their workplace experience, and program design. In turn, this influenced how apprentices interacted with others. Implications of this study discuss the need for program administrators to create an authentic learning environment by evaluating program design and delivery and assessing near, medium, and short-term goals to enhance the overall institutional understanding of apprenticeship. This includes making improvements to pedagogical practices used to deliver both online and in-person learning as well as student support. Lastly, this study shares the need for future research examining the role of apprentice engagement in other classroom settings with geographical differences, scheduling practices, employer partners, and program designs. [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.]