The purpose of the study is to determine if there any benefits to using a variety of instructional methods in a collaborative setting and if the teaching methods significantly improve student achievement in science. Collaborative teachers are faced with challenges when implementing differentiated-instructional delivery methods in an inclusive classroom to meet the needs of a diverse group of students with a variety of learning disabilities. With the rise of students requiring inclusive services in our public school's classrooms, there is a great deal of interest in the co-teaching models of instruction. Even though co-teaching has been considered the most appropriate method of instruction, teachers often have difficulties implementing the necessary strategies. Therefore, collaborative teachers must share in their instructional delivery methods and assessments to ensure that all children have an equal opportunity to obtain a high-quality education. Before the general education teachers can instruct these students, they must ensure that they have familiarized themselves with the student's specific learning disabilities. The data was collected for six weeks using the Measure of Academic Progress, classroom observations, and formative and summative common assessments. The data indicated that students will exhibit growth in their science content, when multiple instruction strategies are implemented. [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://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]