Theories of student engagement for dropout and school completion are proposed to begin as early as age five. Although student engagement in elementary-age students has been linked to a plethora of negative outcomes, there is a dearth of research examining patterns and profiles of student engagement in this population. In an effort to provide more individualized support and intervention, work in the field of student engagement has begun to examine profiles of student engagement and disengagement or disaffection. This study explored the identification of distinguishable groups based on student engagement in a sample of third-grade students and those groups’ associations with demographic and outcome variables. Consistent with findings of research with older students, elementary-age students demonstrated distinct profiles of student engagement that were differentially associated with outcome variables. Notably, the gender of the students was found to impact the number of distinct profiles and their associations with outcome variables. Implications and future directions for research are discussed.