This research is based on the idea that general education teachers have the role and responsibility of providing inclusive classroom instruction for all students. Federal laws and the push for inclusion in general education classrooms contribute to the need for general education teachers to be effective and knowledgeable about meeting the needs of students in special education and their individualized learning needs. This research seeks to determine the relationship cooperative learning structures have on special education student efficacy and engagement in the third through fifth grade reading classroom. The study utilizes a 90-day Plan, Do, Study, Act cycle to assess the levels of special education student engagement while also enlisting student perceptions, teacher perceptions, and teacher feedback to triangulate qualitative and quantitative data through student and teacher surveys, observational data and anecdotal notes, and teacher interviews. While the results do not show large levels of significance, there are takeaways that general education classroom teachers can use to positively impact student achievement. [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.]