For this study, an alternating treatment single-case research design was used to evaluate and compare the impacts of student-led and teacher-led Tootling on individual student's disruptive behaviors and academic engagement. Student-led Tootling, teacher-led Tootling, and baseline conditions were alternated daily following a systematically blocked, randomized schedule. After each series of conditions (i.e., student-led, teacher-led, and baseline), a group-based concurrent chain preference assessment was conducted to evaluate student choice. Disruptive behaviors decreased for all five participants during both the student-led and teacher-led conditions. Additionally, the five participants increased their percentages of academic engagement during student-led Tootling. Findings from the concurrent chain preferences assessment revealed that most students preferred the student-led conditions. The end-of-study questionnaires indicated that teachers found student-led Tootling acceptable and feasible, with all participating teachers preferring the student-led condition. Maintenance data demonstrated that all three teachers continued implementing student-led Tootling after the study. Student questionnaires indicated that students wanted to continue using Tootling in their classrooms. Implications for the results of student-led Tootling are discussed, along with recommendations for future research. [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.]