This study investigated: 1) senior high school students’ academic engagement; 2) factors predicting their academic engagement. The sample for this study included senior high school students from two different contexts: Vientiane capital and Luangprabang. A purposive sampling technique was used. The study employed a convergent parallel design. Both quantitative and qualitative were collected simultaneously through questionnaires, interviews, and observations. This study analyzed for percentage, mean, and standard deviation, and conducted a content analysis. The results showed that most of the students hold a high level of engagement in all three dimensions (emotional, behavioral, and cognitive). The behavioral and emotional dimensions had the highest engagement scores (= 3.45; = 3.42), showing that the students in the sample are likely to be engaged in learning behaviorally and emotionally. Furthermore, the study found that teacher and peer interaction are the most powerful factors predicting their academic engagement. Most of the students consider the kindness and friendliness of teachers to be important for their engagement. Moreover, the students in the sample also indicate that they are more engaged in learning if teachers provide opportunities to have discussions with peers. To implement a good teaching and learning environment in high school levels, and especially to promote senior high school students’ learning engagement, administrators should consider creating a close follow-up plan on teacher professional development activities, which could help ensure the quality of teaching in schools. In addition, it is recommended that school leaders integrate more extra-curricular activities, as well as more opportunities for parent/guardian participation.