In the current healthcare work environment, Nurses are challenged to respond to the call of their jobs that slides from simple to complex care acuity. In the classroom environment, Robb (2014) deduced that engaging nursing students, positively influence their ability to learn, and apply course content to clinical practice. Meaning, engaging students on their desired learning techniques, can improve further their motivation. It was through this context that prompted the investigators of Arellano University to conduct a study entitled: “Clinical Learning Engagements of Millennial Nursing Students towards a Collaboratively Activated Toolkit for Coaching Huddle (CATCH)”. Descriptive, quantitative design was utilized, which obtained the clinical learning engagements of the levels 2, 3, and 4 nursing students from their self-evaluation, and the collective deliberation of the Clinical Instructors, using the Accelerated Improvement Metrics (AIM) tool. To identify significant variations between and among the respondents’ evaluation on: Dynamic Involvement; Interdisciplinary Communication; Individual Task Expectations; and Acquired Leadership Roles, descriptive and inferential statistics were used. Descriptive results yielded Moderate to High Extent of Engagement. Significant differences between and among the participants were noted in all the variables (from 0.01-0.04 level of significance).