Non-attendance in Higher Education is not a new concept. In recent years with the exponential growth in digital learning, physical attendance has become a more complex issue. Educators are continually advocating an engaging teaching approach for students as a means of enhancing learning. This on-going study focuses on exploring the existing issues related to student non-attendance and the impact of a proposed engaging teaching model (ETM) on students’ attendance. This research questions whether an engaged learning session could make a positive impact on students’ attendance. The objectives highlighted in this study are to examine the reasons for non-attendance and generic measures for increasing attendance; and highlight the impact of an engaging teaching model on students’ attendance. The inference drawn from the qualitative method undertaken by 89 participants is the development of ETM to enhance students’ attendance. The study is beneficial to educators, researchers and policy-makers, in order for them to consider not only the content of their subjects, but also how students engage with these resources, which consequently facilitate students’ interest in attending lectures.