The concept of engagement was first introduced to literature in 1992 by William Kahn. The notion was originally described as psychological presence. "Psychological presence" is described as "the experiential state enabling organization members to draw deeply on their personal selves in role performances, that is, to express thoughts and feelings, question, assumptions, and innovate" (Kahn, 1992, p. 321). Since the term's inception, the definition has evolved and been studied alongside other constructs, such as disengagement and burnout. Utilizing a phenomenological approach this study sought to understand how employee engagement of student-facing Student Affairs staff positions (i.e., advisors, success coaches, counselors, coordinators, and other positions that directly interact with students) impacts student success (i.e., graduation, retention, enrollment) at Midwest 4-year public institutions. The study explored how Student Affairs professionals at 4- year public Midwest institutions perceive that impact of their engagement on student success and how they attribute meaning to engagement and disengagement in their respective roles. Through stories and examples, participants described engagement as being a supporter, being present, and doing duties outside of the role. They shared that impact of their engagement results in a positive student experience and student outcomes. Participants defined disengagement as checking boxes, being disconnected from students, and being engaged enough for the role. The impact of disengagement in higher education produces negative student consequences, additional labor for others, and damaging university or department reputation. The study also uncovered contributing factors that promote or discourage engagement in higher education. For participants in the study, supportive leadership and positive work environment emerged as factors that contribute engagement, while to inadequate pay and challenges in the work environment contribute to disengagement. Lastly, the final theme that emerged was the intersection of identity and engagement. Participants expressed how their identity has influenced the ways in which they engage with students on their respective campuses. [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.]