Despite a bulk of research in international context investigating the relationship of students’ academic engagement with their learning outcomes, little work has yet been done in this area on samples of students in Pakistan. This co relational design study was, therefore, conducted to examine the relationship between students’ academic engagement and their learning outcomes in educational context of Pakistan. Data were collected on students’ academic engagement, total obtained marks in first year examination and obtained marks in English along with students different demographic variables from 1050 mixed ability students enrolled in year 2021 in different public and private higher secondary level institutions. Both the descriptive and inferential statistical techniques (i.e., Mean, SD and Independent samples t-test) along with Pearson’s R correlations and ANOVA were performed to analyze the data. Results showed that secondary school students believe, with a higher level of agreement, that they were emotionally engaged in teaching-learning process for improvement in their learning out comes. Results also suggested that students’ academic engagement have a considerable effect on their learning outcomes. This means that improved academic engagement practices of students lead to an enhanced level of learning outcomes. Results further revealed that students from both the urban and rural area schools and urban and rural residential areas perceived the academic engagement they possessed in majority dimensions as different while in case of school sector and gender perceived the academic engagement in majority dimensions as equal. Moreover, it was found that there were statistically significant differences in students’ perception based on their fathers’ qualification on three subscales but insignificant differences on whole scale. While in case of mothers qualification these differences were significant on three subscales as well as on whole scale.