This study proposes a research model to examine whether student engagement during role-play exercises leads to better learning and satisfaction, as well as the influence learning styles have on engagement. Our results confirm that engagement is a multifaceted construct, and show that learning styles affect the dimensions of engagement differently. The effects of each dimension of engagement on student learning and satisfaction also vary. Our research contributes to the theoretical understanding of the relationships among engagement, learning styles, and learning outcomes. Our study also provides practical guidance on how to design instructional activities that accommodate differences in individual learning styles.