The problem addressed in this study was the disruptive behaviors of children with self-regulation difficulties in the classroom environment. The purpose of this study was to understand how elementary public-school teachers in New York City address the needs of students with self-regulation difficulties in their classroom and to explore strategies to minimize disruptive behaviors. The theoretical framework for this study was grounded in the sensory integration theory used by occupational therapists. The research method was an explanatory qualitative case study using an anonymous questionnaire online link to answer the following question: What strategies do elementary school teachers deem effective when addressing the needs of a student with self-regulation difficulties in the classroom? Participants were voluntary elementary public school teachers located within the boundaries of NYC who had experience with a student exhibiting self-regulation difficulties that resulted in disruptive behavior in the classroom within the past two years. Responses to the open-ended questions were analyzed and transcribed using Qualtrics, a web-based survey tool. The common themes identified based on the teachers' perceptions were: (a) self-regulation challenges took time to manage, (b) staff needed to work together, (c) follow-up/follow-through was required, and (d) practical support was welcomed. The provided findings were consistent with research that address the needs of students with self-regulation difficulties and strategies to promote adaptive behaviors. Recommendations included providing specific professional development for classroom teachers pertaining to how occupational therapists can help support them in the classroom. Another recommendation is to build time into the schedule/instructional routine daily for therapist and teachers to meet to collaborate. Future research soliciting participation of teachers from a higher number of school system is suggested for generalization. [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.]