High school students' perceptions and experiences regarding student engagement were investigated using 32 focus group sessions across 4 different types of STEM education settings in 2 metropolitan areas in the Midwest. Students' understandings and experiences related to student engagement were reflected via 5 categories: students' thinking of engagement, challenges influencing engagement, teachers' facilitation of engagement, course assignments and engagement, and facilitation of content utility. Compared to students in the Non-STEM Program and Traditional settings, students in STEM school and STEM Program settings were more likely to articulate the importance of engagement, to experience challenging work, to have greater cognitive and emotional engagement due to teachers' instructional practices, and to describe how course content is related to future careers and education.