This research examines the roles of attitude towards learning and attitude towards the opposite sex as predictors of school engagement and the correlation between mixed-gender and single-gender education and school engagement. 843 students (525 females, 318 males) from single-gender and mixed-gender schools participated. Data were collected using the School Engagement Scale, Attitude Scale towards Learning, and Opposite Sex Attitude Scale. Analysis included Pearson correlation, multiple regression, and stepwise regression. Attitudes towards learning were the strongest predictor of school engagement. Girls in single-gender schools showed higher engagement than girls in mixed-gender or boys' single-gender schools. Student success and attitudes towards the opposite sex also predicted engagement. Parental attitudes and education levels also impacted school engagement. The findings have implications for educational policy and curriculum design.

Mustafa Yüksel Erdoğdu