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The purpose of this action research was to determine the impact of Kagan cooperative learning practices on academic growth in a preschool classroom. Participants were four and five year olds in a half-day preschool program in an urban setting. Students were a mix of household incomes as well as students who are English language learners. Quantitative data was collected using the Get Set for School assessment. Data was collected after ten small group sessions for 50 sessions. For each group of sessions, a different Kagan engagement strategy was utilized and the Get Set for School assessment was given to track students’ progress. Results of the study were inconclusive. Both groups of students made consistent progress at similar rates. Using Kagan strategies could not be specifically linked to student growth.