The purpose of this descriptive qualitative research study was to explore instructional methods that support alternatively certified and traditional route teachers in grades K-12. This research study describes the lived experiences and perceptions of teachers' instructional methods used for increasing teaching practices, and classroom strategies. Discovering methods to capture the attention of students in reading, mathematics, and language arts, is pertinent to delivering perpetual opportunities. The constant opportunities for students are framed to obtain in-depth comprehension of the instructional content from teachers in small and whole group settings. The study was guided by the following research questions: (1) How do alternatively and traditionally certified teachers describe their perceptions of instructional methods that increase teaching practices? (2) How do the perceptions of classroom strategies differ between traditionally vs alternatively certified teachers? The study used data collected from twenty teachers in grades K-12 to determine instructional methods to develop student participation by implementing small groups during reading, mathematics, and language arts instruction. To assess the data obtained from the virtual interviews, the researcher observed Yin's five-step data analysis sequence. The outcome of the study exhibits that instructional methods, teacher practices, classroom strategies, time management, curriculum design, and student response are fundamental elements of inspiring students and advancing engagement in small groups. The study results suggest that instructional methods, teaching practices, and classroom strategies have a straightforward impact on student engagement and 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://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]