There has been a push from the federal government to include special education students in the general education classroom environment. The achievement gap between the special education students and their general education peers is widening. Teachers must be trained to effectively instruct special education students in the Least Restrictive Environment. This action research study examined the effective use of station teaching/small group instruction in an inclusive classroom. The study was intended to assess the effectiveness of the models used by the school district to help enhance instruction, collaboration, and structures to boost the achievement of students with disabilities. Analysis of the data revealed that when teachers are effectively trained, resources are provided, special education students are included, and co-teachers have the time to collaborate, special education students make greater gains. [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.]