This case study analyzes engagement during situated learning students engaged in the Global Game Jam, a three-day game development event. The themes identified as indicators of engagement for thematic analysis during this research were from the National Center for Educational Statistics' (NCES) National Survey of Student Engagement (NSSE). The situated learning experiences provided to 30 college students, over three years, afforded them opportunities that otherwise had not existed in the curriculum. While the initiative was hosted in the Department of Computer Science, students from many disciplines were involved, The engagement with the local business incubator created opportunities for students to work with companies, sell their software, and connect with entrepreneurs as mentors. Finally, this case study exemplifies how faculty can leverage the power of activities to scaffold learning and engage learners in computer science, with the community, and with other disciplines through interdisciplinary teamwork. Of the nine indicators for engagement considered from the NSSE, reflections from students indicated that all students experienced at least five. This two-day event provided an opportunity for the university to build experiences of student engagement with students with minimal cost. The design of this problem-based simulation situated learning experience may build engagement for students outside of computer science and engineering disciplines.