<p>In this era, conventional ways of instructional process are considered the older method that does not suit the learning essential of this generation. As a result of this, adopting different ways of teaching and learning, like the lab rotation model of BL, becomes crucial. The objective of this research was to examine the impacts of a lab rotation model of BL on Gindo secondary school students’ engagement. To realise this objective, quantitative research with a quasi-experimental research design was used. A questionnaire and observation were employed as data collection instruments. Data was analyzed using descriptive and inferential statistics such as the independent sample t-test and the paired sample t-test. Descriptive statistics showed that the overall engagement level of both groups was low. In addition, an independent-samples t-test showed that the treatment and comparison groups did not differ significantly in engagement at pre-test (t = − 1.21, <i>p</i>= .226). Moreover, classroom observation revealed that students’ engagement was found to be unacceptably low. With regard to the effect of the lab rotation model on students’ engagement, a paired-samples t-test result indicated a statistically significant difference between the pre-and post-test engagement scores of the treatment group (t = 7.26, <i>p</i>&lt;.001). Furthermore, it was depicted that the lab rotation model of BL did not differently affect male and female students’ engagement in the English subject. Lastly, it was recommended to conduct additional research in different settings and other subject areas, as the current study was conducted at one grade level and a small geographic area in order to come up with certain generalizations, an inherent limitation of the research.</p>