This study examines how collaborative learning (CL) activities might help to improve student engagement in practical skills acquisition (SEPSA). Using a time lagged data from 205 undergraduate students of Nigerian public universities, the direct effect of CL on SEPSA and the mediating effects of task value, mastery goal orientation and performance goal orientation were tested using Hayes-PROCESS Macro 3.5. The regression results indicate that CL associated positively with SEPSA as well as task value and mastery goal orientation, and not for performance goal orientation. However, the mediation analysis suggests that task value and mastery goal orientation mediate CL activities and SEPSA. Our findings highlight the important potentials of CL for increasing SEPSA. The present study has implications for higher education teachers and administrators, educators, policymakers, students and researchers who are in search of effective strategies for improving student engagement in practical skills acquisition and learning.