Students' ability to perform their best in school is partly affected by their inability to self-regulate, which holds true at Shawswick Elementary. Staff here do not have the education or resources to help grow students’ regulation skills. Previous studies have been conducted on improving student academic performance and behaviors through sensory regulation behaviors and/or educating teachers on how to provide sensory regulation interventions. Guided by the Person Environment Occupation Performance (PEOP) model and sensory integration frame of reference (FOR), this project sought to increase overall occupational performance. Seven teachers were chosen as participants to the study and each of their classrooms were evaluated using the Direct Behavior Rating Single Item Scale (DBR-SIS). Each classroom was then visited throughout the week implementing different sensory-based interventions. Post-implementation, classrooms improved roughly 12% in academic engagement and disruptive behavior. This helped prove that implementation of sensory regulation interventions in classrooms results in improved occupational performance.