Considering the motivation, opportunity, ability (MOA) model and the self-efficacy (S-E) component of the social cognitive theory (SCT), this article aims to examine through a series of four research questions whether such models can help to determine how students engage with their program of study. Furthermore, the article will determine factors that influence student engagement in event management (EM) degree programs and seek to understand how EM students engage with their reading and interact within classroom-based environments. In doing so, the article will contribute to the existing debates on inclusive teaching and learning in higher education (HE), and provide a link towards creating more professional and employable graduates. Self-efficacy refers to beliefs in one's capabilities to learn or perform at designated levels. Much research has demonstrated that self-efficacy influences academic motivation, learning, and achievement; particularly within science, technology, English, and mathematics (STEM) subjects. With this in mind, this research aims to investigate the frame conditions mentioned that surround both self and group efficacy and seeks to reveal whether the above models can be used to better understand the engagement and subsequent performance of undergraduate EM students. This analysis will enable academics to better understand the role of MOA and S-E, how these develop over a program of study, and thereby provide a boost to student self-efficacy. By doing so, the best possible educational experience and results in higher education can be achieved.