The purpose of this study was to describe how frontline student service professionals in Western Canadian higher education describe their personal engagement at work, through the lens of Kahn's (1990) theory of employee engagement and psychological dimensions of meaningfulness, safety, and availability. It was motivated by the prospect that student retention and recruitment could be enhanced by well-engaged student service workers, based on similar positive client-worker interactions in the corporate and public sectors. A qualitative case study was used to explore the research topic. Purposive sampling was used to solicit qualified participants. Data were collected through two sets of semistandardized interviews: first one-on-one interviews with 11 respondents, then a focus group of four respondents. In both data sets, questions focused on Kahn's three psychological dimensions. Responses were analyzed using thematic analysis (Braun & Clarke, 2006). The findings from the two data sets were then triangulated to yield more detailed results and validate the study's findings (Yin, 2003). Most respondents described experiences and workplaces that fostered positive employee engagement. They discussed workplaces which offered sufficient supports, healthy coworker/supervisor dynamics, adequate work-life balance, and feelings of value aligned with Kahn's dimensions of meaningfulness, safety, and availability. Two respondents described negative employee engagement in their workplaces, evidenced by poor coworker/supervisor dynamics and limited autonomy. Notably, even respondents who experienced negative job engagement described finding psychological meaningfulness in their work in student services. [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.]