The purpose of this study was to examine student participation in the classroom and enact interventions to increase participation. The participants were from two Language Arts classes from two different schools: 11th grade and 7th grade. The intervention methods implemented for the 11th grade students were calling on students rather than allowing them to raise their hands and creating a comfortable and safe learning environment. For the 7th graders, the seating arrangement was altered and cooperative learning groups were established. The strongest data collection tool was a seating chart which documented student participation by tally marks next to student names. Other data collections were student surveys and student attendance records. The findings suggest that participation increases when students are equally called upon, when collaborative learning methods are implemented, and when students feel comfortable in front of their class peers and teacher. However, participation and attendance lacked any definite correlation.