The practice of inclusion is educating special education students in the general education setting alongside students without disabilities. This study sought to create an inclusive classroom that was receptive to the needs of special education students. Participants and data collected in Cycle 1 included an administration member, general education teachers, and special education teachers. All participants provided insight into current systems. Action steps were created, implemented, and evaluated in Cycle 2 with creating a model inclusion classroom, used to strengthen inclusion practices by implementing co-teaching techniques between special education and general education teachers. The model inclusion classroom implemented best practices illustrated in the literature, including collaboration time between teachers, focused professional development opportunities, and administrative support. The teachers implemented co-teaching techniques, including teach and assist, parallel, and station teaching. Students in the inclusion classroom completed weekly questionnaires on the methods and teaching techniques they found most impactful, as well as a final questionnaire at the conclusion of the study. The evaluation of the Action Research study included student questionnaires on teaching techniques and classroom practices and teacher interviews. The study concluded that the model inclusion classroom, which implemented co-teaching strategies, specifically parallel teaching and station teaching were impactful to special education students, as there was greater engagement with the smaller group instruction and more individualized attention. However, the amount of time and resources to develop coteaching teams are imperative to its success and requires continuous assessment to ensure that adequate time and attention be given to co-teaching teams to ensure that best practices are illuminated in the co-taught classroom. Implications for the organization included increased engagement in the needs of the inclusion class and the education of special education students. [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.]