Based on an integrative framework of motivational theories, the present study investigates the development of academic engagement among a nationally representative sample of early adolescents in China (N = 1136; 49.34% girls; average age at Wave 1 is 11.51 years, SD = .57 years). Specifically, using latent growth curve models and multi-group structural equation analysis, the present study examines how migrant status contributes to different developmental patterns of academic engagement. In addition, using longitudinal mediation models, I explore the extent to which caregiver involvement in education is associated with students' academic self-concept to promote academic engagement, and how such associations are moderated by migrant status. I find that the developmental trajectories of academic engagement are moderated by students' migrant status. Moreover, migrant status moderates the associations among caregiver involvement, academic self-concept, and academic engagement. Compared to migrant and urban youths, left-behind youths and status rural youths experience significantly lower but more stable academic engagement over time. Furthermore, caregiver involvement is less likely to predict academic self-concept and academic engagement among left-behind youths and status rural youths than other migrant groups. This research provided empirical insights into the underlying processes of academic engagement among Chinese adolescents and the roles of migrant status. Research and policy implications are discussed.