This study was conducted to examine the relationship between the family emotional atmosphere, perceptions of classroom activities, and academic engagement among female high school students. The research design was descriptive- correlational. The statistical population of the study was comprised of all female high school students in District 4 of Ahwaz from among whom 341 students were selected through multi-stage cluster sampling method. The instruments included Family Emotional Atmosphere Questionnaire (Hilburn, 1964), Academic Engagement Scale (Fredricks et al., 2004), and My Class Activities (Gentry et al., 2002). The data were analyzed using descriptive (mean and standard deviation) as well as inferential statistics (Pearson correlation coefficient and multivariate regression analysis).The results indicated that there was a significant relationship between family emotional atmosphere and students’ academic engagement. The same holds true for the components of these two variables (p<0.05). In addition, a significant relationship was observed between the components of perceptions of classroom activities and students’ academic engagement (p<0.01). Nevertheless, the results of step-wise regression analysis showed that the components of family emotional atmosphere and perceptions of classroom activities were not good predictors of students’ academic engagement. In general, it can be stated that students’ academic engagement is largely correlated with the family emotional atmosphere and adolescents' perceptions of classroom activities.