The purpose of the study is to determine the status of students’ engagement in learning Algebra among Grade 10 students in a private school. The study employs a mixed-method approach, combining quantitative data collection and qualitative in-depth interviews. A sample of 110 Grade 10 students from private schools in Santo Tomas, Davao del Norte was selected using stratified random sampling. Quantitative findings revealed that the students’ high behavioral engagement was demonstrated by their active participation in class activities, timely submission of tasks, and attentiveness during lessons. Cognitive engagement was reflected in their ability to employ critical thinking and problem-solving skills when solving Algebraic problems, while affective engagement, although high, scored lower due to challenges in sustaining intrinsic motivation and interest in the subject. Qualitative findings supported the quantitative results, showing that students demonstrate consistent engagement across behavioral, cognitive, and affective dimensions. Results showed that the overall level of engagement in learning Algebra was high, with behavioral engagement scoring the highest mean, followed by cognitive engagement, and affective engagement with the lowest mean, all categorized as high. Statistical analysis revealed no significant differences in engagement levels when grouped by age or sex. Results imply that fostering student engagement, particularly through behavioral and cognitive strategies, is essential for enhancing learning experiences in Algebra.