The objective of this research was to comparatively analyze the academic engagement levels (agency, behavioral, emotional, and cognitive) and its effects on academic performance in two samples of engineering students from a public university in Lima-Peru. The participants were 98 students (82 men (83.7%) and 14 women (14.3%)) between 17 to 25 years old (Mage = 20.12, SD = 2.06), 46 studied Systems Engineering and 52 studied Chemical Engineering. For the analysis, the Academic Engagement Scale of Reeve and Tseng was used. The results showed that Chemical Engineering students had higher behavioral, emotional and cognitive engagement; and higher academic performance. Then, correlation analysis showed that in Systems Engineering students behavioral, emotional and cognitive engagement relate to academic performance. In addition, in the Chemical Engineering sample, only cognitive engagement showed a relationship with academic performance.