A growing body of research has shown the positive relationship between student engagement and cognitive skills development among Latinx undergraduates at more selective institutions. However, despite the large proportion of Latinx transfer students at four-year institutions, they are relatively ignored in higher education literature. Using data from the 2012 NSSE, this study examined the effects of engagement on cognitive skills development among Latinx transfer students at more selective institutions compared to their Latinx non-transfer peers. Results showed Latinx transfer students were overall less engaged than their native peers. Hierarchical multiple regression analyses also indicated some notable differences. Specifically, student-faculty interaction positively predicted cognitive skills development for Latinx transfer students but not their native peers. Findings of this study demonstrate unique patterns of engagement and unique benefits associated with engagement for Latinx transfer students at more selective institutions, underscoring the importance of disaggregating data by transfer status among Latinx students.