This exploratory study examined the relationship between Cambodian American

students’ (N = 77) attitudes and beliefs regarding school climate and school

engagement. We examined engagement through two primary constructs:

academic intrinsic motivation and future educational expectations. Four specific

correlates of engagement were examined to understand the quality of Cambodian

American students’ school engagement: sense of racial fairness; feelings of

teacher support; perceptions of self-competence; and perceptions of positive

classroom environment. Perceptions of self competence were positively

associated with higher educational expectations. Our regression models found

that students’ sense of positive classroom environment in addition to teacher

support was important for motivation. Motivation and future academic

expectations were also associated with students’ perceptions of their own

academic self-competence. Implications for research and practice are discussed.