This case study explores the possibility of affecting classroom behaviors by modifying the classroom environment. Although this type of research previously has been conducted in self-contained special education classrooms (Guardino, 2009), this is the first study to explore modifications in an inclusive classroom. The results of this study align with previous research: modifications to the classroom environment increased academic engagement and decreased disruptive behavior (Hood-Smith & Leffingwell, 1983; Proshansky & Wolfe, 1974; Visser, 2001; Wheldall & Olds, 1987; Zifferblatt, 1972). The results of this study warrant additional research. Future studies should include a greater number of classrooms; beginning at the start of the school year would ensure modifications are preventative and proactive. (Contains 4 figures.)