This chapter focuses on various types of student engagement with information and communication technology (ICT). It is based on the reports of eighth-grade students and relates to their ICT literacy. Engagement has been found to be associated with student academic outcomes. We report on young people’s experience with digital devices, the circumstances of their learning about ICT, and their perceptions about the use of computing technologies. Considering behavioral engagement, we present frequency of ICT use outside and at school, for school and other purposes, and on academic-media multitasking. The reported frequency of software application use in class varied considerably between countries. The section on cognitive engagement refers to students’ learning how to use ICT. Across countries, more than half of the students reported having learned about general ICT tasks at school, while programming was reported to be less frequently learned at school. Students indicated more opportunities to learn about safe and responsible use of internet outside than at school. Students’ emotional engagement describes their perceptions of ICT, their expectations for future use of ICT, and their beliefs about ICT and society. Students’ perception of their ICT self-efficacy in using general application was positively associated with their achievement in all countries.