College students’ learning engagement is a hot topic in education research both domestically and internationally. However, there are limitations in the selection of research subjects at present, and research related to the learning engagement of military academy students is relatively rare. Military academy students are not only college students, but also soldiers, which is quite different from local college students. This article is based on the NSSE China questionnaire data of college students from a certain military academy. It analyzes five dimensions of learning engagement, including learning challenge, active cooperative learning, teacher-student interaction, rich educational experience, and campus environment support. It is found that the college students from the military academy score high on the time spent on learning, but score low on the completion of short course papers and long papers, reflecting the strict time management of the military academy but weak requirements for high-level academic aspects of students; the score of cooperative learning between teachers and students is low, which may be limited in military schools due to the need for Internet and mobile phone platforms for hybrid teaching; there are fewer opportunities to participate in clubs and weaker interest in applying for professional skills certificates, mainly due to the fact that military academies do not require job opportunities in the market. The high scores of relationships between students, teachers, and leaders reflect obedience to orders and commands, as well as being more proactive in considering others in daily interactions, but scored low in terms of integrating into university life, providing support and assistance for academic studies, and clarifying future development plans.