This mixed-methods study explored how multi-sensory activities such as the use of the action sensory room affected the instructional practices of special education teachers in elementary settings. The researcher revealed the special education teachers' perceptions regarding changes to student outcomes as a result of sensory integration. Twenty-five respondents participated in a researcher created survey and phenomenological interviews were conducted with five participants. The data collected allowed the researcher to uncover the special education teachers true lived experiences related to the topic of sensory integration. The researcher was able to also identify specific themes aligned with the implementation of sensory integration into special education classrooms. Throughout the research process, the researcher was able to begin by identifying a problem of practice and end with solution-based recommendations aligned with the topic. Additionally, the research also revealed insight aligned with the unprompted benefits and constraints experienced by educators who initiated the use of action sensory rooms within their instructional practice. Lastly, the study allows for educational leaders to explore the benefits of sensory integration within their elementary settings. [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/en-US/products/dissertations/individuals.shtml.]