The growth of online learning has led to the need for ways that engage students in their learning that differ from that of traditional face-to-face courses. The goal of this research was to identify student engagement strategies that students and faculty deem to be important for their learning. In general, the more engaged a student is in their learning, the better the student outcomes. While research does exist exploring engagement strategies, they have been through different contexts, time periods, and populations of students and faculty. This research is conducted using the online engagement strategies questionnaire (OESQ) that was sent to online programs for distribution at four-year, mid-sized, midwestern, public colleges and universities. Programs were asked to distribute the survey to faculty and students to complete. Through the survey, the responses indicate that both students and faculty perceived that engagement strategies categorized as learner-to-instructor interactions were the most important strategies, while learner-to-learner interactions were the least important group, with learner-to-content interactions falling in between. There was little difference found in the perceptions based on gender or whether students were in graduate or undergraduate programs. Identifying, implementing, and modifying student engagement strategies in programs may help students to have greater academic success in online courses and programs, which may lead to fewer stop-outs or enrollment growth.