The present study was conducted to develop a structural model for predicting academic engagement based on perception of the classroom environment and academic motivation, with the mediating role of academic self-efficacy. This research employed a correlational design using Structural Equation Modeling (SEM). The statistical population included all male and female upper secondary school students in Malayer. Following the Morgan Table, 365 students were selected via cluster sampling. Data were collected using the Fraser Classroom Environment Scale (1996), Reeve’s Academic Engagement Scale (2013), Harter’s Academic Motivation Scale (1980), and the McIlroy and Bunting Academic Self-Efficacy Scale (2002). Data analysis was performed using AMOS-23 software and Structural Equation Modeling. Findings revealed that the correlations between perception of the classroom environment, academic motivation, and academic self-efficacy with academic engagement are positive and significant. Furthermore, academic self-efficacy serves as a significant mediator in the relationship between perception of the classroom environment, academic motivation, and students' academic engagement. Based on these findings, it can be concluded that improving the perception of classroom environment and boosting academic motivation enhances academic self-efficacy, thereby promoting higher levels of academic engagement. These results offer practical implications for educational psychologists and school counselors in designing educational-counseling interventions aimed at fostering student engagement.