The purpose of the qualitative study was to explore the strategies teachers from the third, fourth, and fifth grades are employing to engage students and provide an in-service training where identified needs are not being met in a school district in Connecticut. No empirical studies have been conducted to explore what strategies teachers in the third, fourth, and fifth grades are using to engage students in classroom work in the district. These grades were chosen because children from them participate, at the elementary school level, in the state's annual standardized tests. Of the 84 available teachers from the third, fourth, and fifth grades in 9 elementary schools, 15 were purposively selected and interviewed to explore perceptions about student engagement and the strategies used to attract student attention to the subject matter being taught in the classroom. Participating teachers were selected based on experience, and familiarity with the school district's instructional plan that identifies increased student engagement as a critical issue. A semi-structured, open-ended Interview Protocol was used for interviews of one hour or more. Interviews were audio recorded and transcribed. Analysis was done using the constant comparative method; thus, themes and patterns were determined through analysis of the data. Findings indicated a general understanding among teachers about the importance of increasing levels of student engagement. Participants identified effective strategies that increased levels of student engagement. Results suggest that levels of authentic engagement may become more consistent when teachers are more experienced with strategies to promote engagement. Further studies were recommended to determine if similar results would occur when students from different social, economic, geographic, and ethnic areas are included.