Kindergarten and third-grade students in two suburban communities located in northern Illinois participated in the implementation of a program for improving student's engagement in social interactions and academic activities. The problem documentation indicated a need for teacher's intervention in order to improve student's social academic engagement as well as address parental concerns about their child's engagement. Analysis of probable cause data revealed that students' lack of engagement is related to cultural differences; lack of experience in control over their environment; internalized performance variables including self-efficacy, lack of self-esteem and ownership in the learning process; absence of intrinsic motivation; poorly developed social skills; and poor self-confidence. Two major categories of intervention were suggested: (1) creating a learning environment in which students accept and develop an appreciation for diversity; and (2) using a variety of teaching strategies through which students' sense of ownership, self-efficacy, and self esteem will be enhanced. Follow-up assessments indicated that, as a result of the interventions, the students in both kindergarten and third grade increased their levels of engagement in the classroom. Measures of satisfaction with self, self-efficacy, school attitudes, and friendship also indicated improvement following interventions. (Ten appendices include copies of the parent permission letter, student questionnaires, parent questionnaire, family history questionnaire, and behavioral checklists for kindergarten and third grade. Contains 47 references.) (AA)