This action research project analyzed the impact of multisensory activities on three components related to learning to read sight words within the special education classroom. The three questions that this action research study examined were: will a multisensory approach positively impact student learning, the learning environment and student engagement? The multisensory approach included four activities: painting, rainbow writing with crayon rocks, creating and reading words in magnetic sand and with magnetic letters. The intervention activities were added to an already existing reading curriculum that did not have specific activities for learning sight words. Learning to read sight words with automaticity is an essential skill for those who succeed in reading (Dolch, 19; Geiss, et al. 2012). Many research studies have shown that multisensory activities have increased learning growth rates for students in all subjects (Geiss, et al. 2012, Ghoneim, & Elghotmy, 2015; Walet, 2011). This action research project had similar results with increased positive growth rates for learning their sight words with automaticity for all students. Student engagement increased from 50% to 90% as an overall average. The gauge for positive learning environment revealed that students were more positively engaged in learning and completing assignment than in the previous term. Overall results were positive for all students with minor limitations.