This study explored support for engagement in 2 settings: a high school basketball team and high school mathematics classrooms. Specifically, the study examined 3 aspects of these practices: (a) access to the domain, (b) opportunities to take on integral roles, and (c) opportunities for self-expression in the practice. Drawing on videotape and interview data from 2 African American high school students' participation in basketball and mathematics class, as well as interviews with players' teachers and coaches, this article analyzes how these 3 aspects of practices afforded differential engagement across settings. Findings indicated that the practice of basketball supported deep engagement as players had greater access to an understanding of the domain, were assigned and took up a unique role that was integral to the practice, and had opportunities to express themselves and feel competent. The high school mathematics classroom differentially afforded these opportunities, with 1 student taking them up and the other being unable to, and thus being less engaged. Potential implications of these 3 aspects of the practices for students' practice-linked identities and learning are discussed.