This study uses nationally representative longitudinal data and propensity score modeling to evaluate the effects of first-year engagement experiences at community college—including social and academic contact with faculty and participation in study groups and clubs—on achievement, persistence, degree attainment, and vertical transfer. Speaking with faculty about academic matters improved short- and long-term outcomes, while engaging in study groups and clubs improved early outcomes, with less sizeable long-term impacts. The findings highlight the need for continued inquiry into community college engagement using longitudinal data with detailed engagement and outcome measures to determine best practices.