Aim: The aim of the present study is to provide a structural model for showing the structural relationship between conscientiousness, openness and self-efficacy with academic engagement among high school students.Methods: High school students of Darmian city in South Khorasan province consisted the participants of the study. 400 students (191 male students and 209 female students) were selected using stratified random sampling method. All participants completed Neo Personality Questionnaire, Self-regulation Learning Strategies Questionnaire and Student Engagement Instrument. Data were analyzed using path analysis method.Results: The data were fitted with hypothetical model of academic engagement. Conscientiousness had direct and significant effect on academic engagement. Self-efficacy had direct effect on academic engagement and had a mediator role in the effect of conscientiousness on academic engagement. Openness to experience had not significant effect on academic engagement.Conclusion: To increase academic engagement, some features of students such as conscientiousness (regularity, hard work, perseverance, desire to progress and accuracy) and self-efficacy beliefs must be attended. Applied implications of the findings were discussed.