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This action research project implemented and evaluated an intervention for improving student engagement in the learning process. The targeted population consisted of first, third, and fifth grade students in a small, traditional, middle class community, located in central Illinois. Evidence of non-engaged behaviors were documented from teacher observations, samples of students' work, and anecdotal records. Probable causes contributing to the problem included societal issues such as social dissolution, amount of money allotted per pupil, and negative student attitudes; and school related issues, including inadequate curriculum, assessment, and teaching strategies. In order to address the problem, cooperative learning, higher order thinking skills, and multiple intelligences were addressed through curricular revisions and lesson delivery. Post intervention data indicated increased student engagement in learning, an improvement of social skills in a cooperative learning setting, and the increased ability to use higher order thinking skills. Eighteen appendices include an engaging behavior checklist, reading placement test raw data, writing evaluation and raw data, and student journal responses. Contains 35 references.) (Author/SD)