This study investigated the relationship between self-oriented perfectionism and academic engagement among university students. Self-oriented perfectionism involves having exceedingly high standards and expectations for oneself. Academic engagement measures students' academic effort and investment both inside and outside the classroom. The sample size was justified using G*Power to determine the required number of participants. A sample of (N=550) university students aged 18-35 years,300 male and 250 female (M=75.25, SD=318.96) was recruited through convenience sampling. Participants completed two questionnaires the Self-Oriented Perfectionism scale and the Academic Engagement scale. Questionnaire data were analyzed using SPSS 23.0. The results showed a significant positive correlation between self-oriented perfectionism and overall academic engagement in university students. Self-oriented perfectionism also had a significant positive impact on students' emotional engagement specifically. These findings suggest that self-oriented perfectionistic predispositions may motivate greater involvement and investment in academics. The study provides insight for students, educators, parents, and counselors on how perfectionistic traits can increase academic engagement. Further research is needed to expand on these findings. However, this study indicates that self-oriented perfectionism may have some benefits for enhancing students' intellectual efforts and identity. Encouragement to adaptive perfectionism could be a potential area of intervention to improve academic outcomes.