The present study analyzes different strategies employed during remote learning for high school students with Severe Cognitive Disabilities (SCDs), in order to determine which are most effective for engagement. Utilizing methods from previous research (Kurth 2015, Kurth 2016), individual student observations were completed throughout online learning class sessions. Data revealed that giving the student the chance to demonstrate their knowledge, providing choices, working with peers, and having a self-chosen goal to work toward were some of the most important factors for increased engagement. Furthermore, distracted teachers and paraeducators hindered the engagement. Consequently. the present study displays suggestions for increased engagement during online learning for this population. Given the limitations of the present study, additional research should also be completed to expand on these results.