This study investigated the effects of including multiple and varied co-teaching strategies on the levels of engagement of students with and without disabilities in inclusive classrooms. Students with and without disabilities showed increased engagement when teachers changed co-teaching strategies from one teach/one assist to parallel, team, and station teaching. This investigation also considered the role of reflective planning on changes to teacher behavior. Teachers that planned more frequently using a reflective tool and who planned specifically for co-teaching used more varied co-teaching strategies and implemented those strategies more frequently. Those teachers that planned more frequently and used the Collaborative Assessment Log as a reflective tool showed marked changes in their descriptions of their own roles at the end of the study indicating increased participation and sense of responsibility for the special educator and more creative lessons, collaboration, and an increased sense of a shared classroom. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]