This study examined the extent of students’ use of TikTok in relation to their class engagement among 145 first- to third-year College of Teacher Education students of Central Philippines State University – Cauayan Campus. A descriptive-correlational research design was employed, using a self-made questionnaire covering TikTok engagement for educational purposes, socialization and communication, entertainment, and class engagement. Data were analyzed using frequency and percentage, mean and standard deviation, t-test, analysis of variance, and Pearson correlation. Results showed that overall TikTok engagement was at an average extent (M = 3.00, SD = 0.14). Engagement was high for entertainment (M = 4.00, SD = 0.24), average for educational purposes (M = 2.98, SD = 0.26), and low for socialization and communication (M = 2.01, SD = 0.24). Class engagement was high (M = 4.00, SD = 0.24). TikTok engagement differed significantly by sex (t = 33.72, p < .001), but not by family monthly income (F = 0.50, p = .607). Neither sex (r = .11, p = .19) nor family monthly income (r = .03, p = .72) was significantly related to class engagement. Overall TikTok engagement was significantly and positively related to class engagement (r = .22, p = .007), with educational purposes (r = .18, p = .027) and entertainment (r = .18, p = .034) showing significant low positive relationships, while socialization and communication did not (r = .02, p = .82). The findings suggest that TikTok may support class engagement to a small extent, particularly when its use is connected to educational and engaging content.