Academic Engagement has received widespread attention in educational research due to its association with multiple positive indicators of positive academic functioning and students’ well-being. Academic engagement is a positive state of mind characterized by students’ active participation and commitment to academic activities, which are critical aspects in the learning process. However, theoretical models that integrate relevant factors and explain how these factors contribute to academic engagement are currently lacking. The Social Cognitive Career Theory (SCCT; Lent et al., 1994) proven to be an integrative and useful framework to explain several aspects of academic behavior. In this study, we examined the adequacy of the SCCT model to explain academic engagement. Three-hundred and eleven university students (64% women) aged between 17 to 48 years old participated in the study. Results from structural equation modeling provide support for the SCCT model. Academic self-efficacy had a strong positive effect on academic engagement, as well as positive affect, social support and academic goal progress, although to a lesser extent. These findings confirm the value of SCCT as a heuristic model to explain a wide range of academic behavior, including academic engagement. Practical implications are discussed and avenues for future research are suggested.