College student alcohol use is a significant public health issue facing institutions of higher education. Over the past three decades, significant progress has been made in the areas of research and the identification of recommended best practices to reduce heavy episodic drinking. Yet, students engaged in the prevention of heavy episodic drinking remains largely untapped. This study explored the relationship between student engagement and heavy episodic drinking and its negative consequences. Student engagement, for the purposes of this study, is defined as participation in educational experiences designed to promote cognitive gain and personal development. Findings indicate that student engagement had the opposite effect of what was hoped and signify that student engagement may actually increase heavy episodic drinking and its negative consequences.