Engagement in learning is crucial for students, having long term effects that extend beyond a student's schooling years. However, many students, particularly at the secondary level, are not actively engaged in their schooling. Deficit mindsets, low self-efficacy, and a system that places excessive demands on teachers all lead to low expectations of students; low expectations have been found by various scholars to impact engagement. This study explores the impact of a study group characterized by collaborative inquiry on teacher practices found by research to support engagement. Findings suggest participation in the study group yielded benefits for the teacher participants and teachers incorporated instructional strategies into their lessons that reflected their learning from the study group. [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.]