This study explored the relationship between classroom instructional processes and the average number of student absences in first and third grades. The data were collected in a total of 166 classrooms as part of the Follow Through Planned Variation Program. The Classroom Observation Instrument, developed by Stanford Research Institute, was used to record classroom activities, instructional methods, interpersonal from school records. Since the data were correlational, causal effects could not be attributed to the instructional processes. However, the results showed 56 variables for first grade and 65 for third grade to be significantly correlated with absence rate after adjusting for baseline achievement scores. Children in both first and third grades seemed to be absent less in classrooms where there was a higher degree of child independence, child questioning, adult response, individualized instruction, and open-ended questions and where children and adults showed more positive affect. Child absences appeared to be more frequent in classrooms where children often worked in large groups, where adults used direct questions in academic work, and where corrective feedback was used frequently. (JMB)