This doctoral capstone project fills the current gap in educational programming for students to meet their individual sensory needs more quickly and effectively. This program creates sensory corners and strategies for five students (Students A-E) who demonstrate sensory processing, self-regulation, and coping difficulties to teach them how to overcome these difficulties constructively. To measure their improvement, the Sensory Profile-2 School Companion (SPSC) and the School Anxiety Scale-Teacher Report (SAS-TR) were used as pre-and post-tests to assess their sensory processing and anxiety/psychological stress. Students A-E all demonstrated improvement in at least one area of sensory processing on the SPSC. On the SAS-TR, Students D and E demonstrated improvement in their scores, however, Students A, and C showed worse scores and Student B showed no change. This project suggests the overall efficacy of sensory corners and strategies in reducing sensory dysfunction in students to improve engagement with their learning environment.