Prioritizing student engagement in the classroom, where students want to learn more and be challenged, can lead to future success. This study investigated the effectiveness of providing teachers with professional development focusing on student engagement. The study utilized a mixed-method methodology that examined the effects of professional development on student engagement levels. The participants were 19 teachers who attended professional development at ABC Primary School. Descriptive statistics and paired t-tests were used to test the study's hypotheses. Quantitative and qualitative data were collected through observations before and after the professional development sessions. The data collected was used to determine whether there was (1) an increase in student engagement and (2) an increase in the utilization of strategies for student engagement. The study's results revealed a significant difference between the pre-observation and post-observation data collected. From the results, it can be inferred that the increase in scores and use of strategies may be contributed to the participation in professional development. These findings highlight the importance of providing educators with the knowledge and strategies to engage students beyond compliance. [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.]