Abstract: The study explores factors on the learning engagement in mathematics of the OBTEC students. To determine the learning engagement, the researcher utilized the correlation-predictive method of research using the modified Mathematics Classroom Engagement Scale developed by Qi-Ping Kong, Ngai-Ying Wong, Chi-Chung Lam administered to the 162 OBTEC students. Statistical tools such as the mean, standard deviations, and stepwise multiple regression were used to answer problems of the study. Results show that the level of behavioral and cognitive engagement in mathematics is high while the affective engagement is average. However, when grouped according to personal factors, the level of the behavioral and cognitive engagement is high but low in affective engagement. Results also reflected that attitude towards mathematics and instructors/professors teaching competence are predictors of OBTEC students learning engagement. This means that OBTEC students were engaged behaviorally and cognitively in their mathematics class. On the other hand, students’ attitude toward mathematics and instructors teaching competences predicts students’ learning engagement.