This study explores how Korean college students with varying levels of English proficiency experience basic psychological needs satisfaction and engagement during EFL instruction. A total of 178 students participated and were categorized into three groups based on their English proficiency: high-proficiency (HG), intermediate-proficiency (IG), and low-proficiency (LG). Four instruments were utilized: a background questionnaire, the Basic Psychological Needs of English Language Scale (BPN-ELS), the English Language Engagement Scale (ELES), and an English competency test. The findings indicate that HG learners demonstrated significantly higher autonomy and competence compared to IG and LG learners and showed greater relatedness than IG learners, as measured by the BPN-ELS. Additionally, HG learners exhibited significantly higher behavioral, emotional, and cognitive engagement compared to IG and LG learners, according to the ELES. Positive correlations were identified among psychological needs satisfaction, engagement, and English proficiency, with all dimensions of the two theoretical frameworks being significantly interrelated. By examining learners’ perceptions across proficiency levels, this study provides insights to help teachers tailor their methods and strategies to enhance students’ psychological needs satisfaction and engagement. Furthermore, it contributes to the existing body of literature by focusing on post-secondary education.