<p>Grounded in the college impact models, this study integrates the perspectives of course experience and student engagement to develop a comprehensive pathway model for student ability development. In this study, Student engagement is defined by using a novel framework that integrates interpersonal and individual engagement. Data from 5221 Chinese undergraduates were analyzed using partial least squares structural equation modeling (PLS-SEM). Results demonstrate that course experiences influence ability development through both direct effects and dual mediation pathways of interpersonal and individual engagement. Furthermore, research indicates that the mechanisms through which subdimensions of course experience and student engagement influence various dimensions of ability development operate via distinct pathways. These findings reveal the potential of combining course experience and student engagement to explain student ability development, and reflect some characteristics of teaching and learning in Chinese higher education institutions. The study offers implications for improving the quality of student ability development.</p>