Implementing ambitious teaching practices is a student-led teaching style that emphasizes being student-centered instead of a teacher-centered teaching approach. This qualitative descriptive study looks at how special education teachers describe their use of authentic activities, social context, and classroom culture in the implementation of ambitious teaching practices. The theoretical foundation for this study was situated cognition theory, which views learning as the connection between students' social interactions while engaging in authentic learning opportunities. The three research questions were based on the three key elements of situated cognition, which are authentic activities, social context, and classroom culture. Purposeful sampling was used to identify 15 participants for this study. The data was collected using 15 individual semi-structured interviews and two member-checking focus groups composed of individuals who had taken part in the interview process. Data were then coded and thematically analyzed to answer the research questions. Findings revealed that special education teachers described their implementation of ambitious teaching practices through hands-on manipulatives and interactive activities. These findings helped students learn lessons through authentic learning opportunities; cooperative learning, which includes peer partnering, peer tutoring, and peer grouping to encourage students to help each other learn the material; and establishing close and open relationships with students to create a safe and supportive classroom environment to help students learn. [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.]