Legal mandates, educational reform, and professional policy changes, have emphasized the need to promote the integration of services for students with communication impairments within the general education curriculum. However, speech-language pathologists (SLPs) continue to report the provision of primarily pull-out services with intervention content separate from the general education curriculum. SLPs report minimal use of collaboration required for evidenced-based models of service delivery--like response to intervention (RTI). Graduate training programs are challenged to provide coursework targeting competencies consistent with educational reform and professional policy efforts. Graduate students in the School of Communication Science and Disorders (SCSD) distance education master's degree program received instruction infused with experiential learning opportunities related to evidence-based practice, collaboration, problem solving models such as response to intervention, and embedding social communicative intervention in the curriculum to measure change in content knowledge and application. This study documented changes in content knowledge related to the preceding content areas, practical application of content knowledge through an action research project, and practices and perceptions related to collaboration and service delivery through questionnaires completed by graduate students and school personnel (e.g. collaborating teachers, graduate supervisors, and principals). The course led to gains in content knowledge and offered meaningful practical experiences to apply through implementation of a social communicative intervention in an elementary or secondary general education classroom. Significant change did not occur in practices related to collaboration and service delivery as supported by questionnaire results; however, some positive changes were noted in perceptions. Common themes emerged and informed results related to the selection of service delivery models and obstacles to collaboration. Overall results indicate sustained efforts may be needed to change actual behaviors in practice as future SLPs will continue to be challenged to use service delivery options compatible with including students with disabilities in general education 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.]