Students in K-12 online classrooms demonstrate lower levels of achievement in both reading and mathematics than their face-to-face counterparts, and notably low levels of engagement are a contributing factor. The development of the field of K-12 online learning occurred so rapidly that the research and establishment of best practices have been slow to catch up. The school under investigation relies on a three-legged model in which the teacher, student, and an in-person learning coach play pivotal roles in ensuring student success. However, findings from the needs assessment indicated that learning coaches were often less involved than the school assumed, with students as young as fifth and sixth grade unsupervised or left home alone to attend school. Moreover, while teachers were supported with ongoing professional development once they assumed their role as an online educator, extant research suggests that there is often little support for teachers for involving learning coaches. The intervention provided professional development to teachers to cultivate their practices in inviting learning coach involvement with the goal of increasing student engagement. A quasi-experimental pretest-posttest convergent parallel mixed methods research design measured changes in teacher practices in inviting learning coaches after teacher professional development designed to increase learning coach involvement was implemented. Collection of qualitative data included a focus group with teachers and open-ended questions for both teachers and learning coaches. While quantitative findings indicated no changes in teacher practices as a result of the intervention, qualitative findings indicated teachers were making effective changes to increase learning coach involvement with apparent changes in the interactions between teachers and learning coaches. [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.]