Student engagement has become a hot issue in education settings. Previous studies have provided a profound knowledge to tackle this issue from different perspectives. While engagement or not is an ambiguous question for student learning, it is not easy to reflect on a crisp answer in a traditional way. Similarly, the students’ interpersonal interactions among the teachers, classmates, and parents have shown uncertainly relationship with their engagement. This study aims to explore the issues by using self-designed fuzzy questionnaire as an example for high school teachers. Fuzzy means, centroids, variances, and fuzzy correlations have been transformed. The results reveal some indicators have negative tendency fuzzy relationships. The fuzzy correlation coefficients did not display their significant differences in this case study. This study has demonstrated that the fuzzy statistics can provide an example to tackle the similar issue on a class basis in education settings.