An observational study is described, not yet completed, of learning in school classrooms. Observations were made in a number of classes ranging from grade 1 to grade 12, including teaching in a variety of school subjects. The purpose of the study was to explore and refine a method for observing the events which support (or fail to support) learning. Such events were considered to fall in the broad categories of those which (1) introduce learning; (2) guide initial learning; (3) make learning memorable and generalizable; and (4) provide reinforcement. Observations were made of the learning of information, intellectual skills, attitudes, cognitive strategies, and motor skills. The method is contrasted with those having the purpose of observing modes of instruction, teacher behaviors, or teacher characteristics. The method is found to be feasible. Some generalizations are drawn about recurring observations in the classroom. (Author)