The focus of this study was to look at how the seating layout effects participation and assessment performance overall as a class. The participants were 23 fourth grade students at a Louisiana elementary school. Three layouts were tested: small groups, horseshoe, and pairs. This study included three, two-week rounds of research. The collection process consisted of a series of mixed methods. According to three of the four data sources, the most significant finding from this study indicated that out of the three layouts, the horseshoe formation was the most effective arrangement for student learning in the fourth-grade classroom.