This study examines (1) the extent to which students at one premier faculty of English in Cambodia exhibit their involvement level in academic activities under a new learning environment and (2) whether differential involvement patterns exist within certain groups of students. The data source was 215 sophomore students randomly selected from all study periods (morning, afternoon and evening) in the 2010 academic year. Student involvement was assessed by their engagement behaviors using selected items from the National Survey of Student Engagement (NSSE). The results indicated students had high to moderate levels of involvement in assigned homework and tasks and whole class and out-of-class collaborative learning activities. Out-of-class student-teacher encounters and reading and class preparation were in that order the least common behaviors among students. Certain student involvement patterns were indeed embedded within students' gender and English performance dynamics and study periods. Some important implications were discussed for pedagogical orientations and further research.