This study examined the academic impact in reading and mathematics when Collaborative, Co-Teaching Team Model of high incidence special education student service delivery implemented in a suburban school district. This study hypothesized that the implementation of an inclusive collaborative co-teaching model of service delivery could possibly impact students with disabilities math and reading performance in a significant manner, either positive or negative. The study also laid out a potential path for the team creation of a model. The study was significant in that there is increased political and public pressure on public school districts today to utilize service delivery models that are referred to as inclusion. The term full inclusion is also used, meaning inclusion for the full day for all disability categories of students with disabilities. Currently, many attempts at inclusionary service delivery have been what are termed full inclusion. The way in which this service is delivered varies greatly. The other model that has been much more prevalent for more than thirty years is referred to as a resource room model. In this model students with disabilities are identified and pulled out of the general education classroom for 30 to 45 minute blocks, taught in smaller groups ranging from five to fifteen students, however, often missing significant general education instruction in an area of need. This study demonstrated that the Collaborative Team Model based upon co-teaching offers a potential service delivery model for students with disabilities' academic growth. It was hypothesized that with this model, students gained skills in math and reading, and as a result the district will be placed in a better position to not become a school of failure. The study population was created by three criteria. Each student selected for the students with disabilities group had attended the school district for the entire time of the study. In addition they have taken the AIMS Reading and Mathematics tests each year of the study and been taught in the co-teaching model for the two years of full implementation. The population was made up of 93 students with diagnosed disabilities from various schools in one district. The major findings of the study discovered that the implementation of a collaborative, co-teaching model did not result in significant mathematics gain or loss, the null hypothesis was retained. In overall reading, the result was also non-significant and the null was retained. When looking at grade level subsets, only the seventh grade reading showed a significant rate of growth. [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.]