Importance: Facilitating foundational classroom skills such as emotional regulation, sensory processing, and adherence to schedules and routines is critical for enhancing classroom participation and engagement for neurodivergent learners. Objective: To develop and implement an occupational therapy approach intervention to guide teachers in implementing activities to target foundational classroom readiness skills. Method: This project was implemented at MDE School in a preschool classroom. The classroom teacher implemented a six-week lesson plan developed by the occupational therapy student that aimed to target skills in emotional regulation, sensory processing, and adherence to schedules and routines. The teacher received training prior to the implementation of the lesson plan to increase confidence in supporting these skills. Outcome measures included a pre-/post- assessment assessing teacher confidence, interviews to gather data on implementation experience, and pre-/post- surveys measuring perceived student skill development. Results: Teacher confidence increased in areas of emotional regulation and sensory processing. Interviews with the teacher indicated trends of ease of implementation, student participation, perceived challenges, and perception of support. Perceived student skill development increased following the lesson plan implementation in all targeted skill areas. Conclusions and Relevance: The six-week lesson plan results suggest targeting foundational student classroom readiness skills may improve overall classroom participation and engagement.