Inclusion is a relatively new approach to educating students with special needs. The results of research addressing the educational effectiveness of inclusive environments have been mixed. Furthermore, teachers believe that they are not qualified to implement instructional activities that will allow special needs students to meet their educational and social objectives. Slavin (1983) found that cooperative learning was effective with diverse groups of students, including students with special needs. Since his study, many other investigations have been completed, but the results remain mixed. The problem may be that the cooperative learning approaches used in the research have varied greatly, and therefore, additional research is needed to further explore the components of effective cooperative learning. An adaption of Slavin's Student-Teams Achievement Divisions cooperative learning approach was employed with second and third grade students enrolled in inclusive classrooms. The purpose of the study was to determine if the instructional delivery (cooperative learning with individual accountability versus cooperative learning with no individual accountability) had an effect on the learning performance, social interactions, and acceptance of both special needs and normally developing students. The instruments used to obtain performance and social acceptance measures were administered prior to the onset of the study, as well as immediately and a weeks delay following the study. Observers were employed to gather data about the interactions that occurred between the participants. There were no significant findings for either group of students with respect to learning performance. All the participants tended to perform the same regardless of the instructional delivery. Overall, neither the instructional delivery, nor the status of the students participating, appeared to have an effect on the interactions experienced between the students. And finally, a significant effect was found for the acceptance normally developing students experienced immediately following the study, but only for those normally developing students participating in cooperative learning with individual accountability. Otherwise, the instructional delivery also failed to impact the acceptance experienced by the participating students.