Active learning is critical to the development of lifelong learners. This study employed a mixed-methods approach to determine the extent to which teachers incorporate rigor and engagement in their classrooms. Both of these elements are required to create active learning environments for students. This evaluation study investigated the knowledge, motivation, and organizational influences that affect teachers successfully incorporating rigor and engagement in their classrooms. Gaps were discovered among the proposed knowledge, motivation, and organizational influences that are barriers to the successful implementation of rigor and engagement. Survey responses and interview findings conveyed that teachers understand the importance of rigor and engagement. However, they are not adept at incorporating the practices, nor do they have the organizational support needed for successful implementation. The findings of this study were that there is a remaining need for targeted training and opportunities to work together to see rigor and engagement in practice. [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.]