This study applies multilevel data analysis to explore variables assoc
iated with engagement in inclusive community-based preschool settings.
Data were analyzed at 2 levels: within and between classes. Results i
ndicated that most of the variance (89-95%) in children's engagement w
ith peers, with adults, and with activities occurred at the within-cla
ss level. Disability status did not predict engagement, but activity c
haracteristics were significantly related to engagement. Another varia
ble, co-teacher team characteristics, was also found to be a significa
nt predictor of engagement, but to a lesser extent. The findings are d
iscussed in terms of their implications for inclusive preschool classr
ooms using the co-teaching model.