This study will examine and review the effectiveness of having a special education, resource teacher present in the classroom during Mathematics and Language Arts Literacy. In the state of New Jersey, students are issued a state assessment in the content area of Mathematics and Language Arts Literacy, and having a resource teacher present for students with Individual Education Plan (IEP)allows for differentiated instruction in the classroom environment. This study shows the effectiveness of having a special education teacher who can give one-on-one instruction to children who may struggle with the General Education curriculum. The presence of another teacher in the general education setting allows instruction to take place at different levels of understanding for students who need additional guidance for proficiency in the subject area.