This study identified the relationships of student engagement with senior student satisfaction and perceived employability skills from STEM fields in the U.S. A comparison of the relationships of student engagement, student satisfaction, and perceived employability skills was made across senior Asian international students and their American peers in STEM programs. The National Study of Student Engagement (NSSE) data (2011) was used in this study. Structural equation modeling analyses and invariance tests were employed to estimate different models of student engagement, student satisfaction, and perceived employability skills across different samples. The results found that both sense of support and relationships with others of emotional engagement were found the most important constructs to predict college student satisfaction and perceived employability skills. The cognitive engagement had a significant positive effect on student perceived employability skills across all college students, Asian international students, and American students in STEM education. Moreover, this study identified the mediator role of student perceived employability skills on the relationship between student engagement and student satisfaction for all three samples. Additionally, Asian international students differed from American students regarding academic involvement, participating in extracurricular activities, and sense of support in STEM education. Last but not least, this study supported that the three-dimension student engagement model developed by Fredricks et al. (2004) could apply to U.S. college students. Practical and theoretical implications were discussed and limitations acknowledged. / Doctor of Philosophy / It is widely accepted that attracting STEM talents to the U.S. is a key element to maintain the United States' economic supremacy and competitive advantage in a global economy. Asian international students play a significant role to maintain a steady supply of STEM talent pipelines in the U.S. job market. The purpose of this study is to understand the relationships of student engagement with senior student satisfaction and perceived employability skills from STEM fields in the U.S. This study This study was also to identify the relationships of student engagement, student satisfaction, and perceived employability skills across senior Asian international students and their American peers in STEM programs. The results found that both sense of support and relationships with others of emotional engagement were the most important factors to predict college student satisfaction and perceived employability skills. Cognitive engagement had a significant positive influence on student perceived employability skills across all college students, Asian international students, and American students in STEM education. Moreover, this study identified the mediator role of student perceived employability skills on the relationship between student engagement and student satisfaction. Additionally, Asian international students differed from American students regarding academic involvement, participating in extracurricular activities, and sense of support in STEM education. Last but not least, this study supported that the three-dimension student engagement model could apply to U.S. college students. Practical and theoretical implications were discussed and limitations acknowledged.