In this paper the most effective use of instructional time is discussed. In evaluating the efficient use of teaching time, the following questions are examined: (1) Is the instruction process proceeding toward a perceivable objective? (2) Is the instructional objective at the right level of difficulty for the learners who are investing time? (3) Is there constant monitoring of the degree of achievement of the objective so redundance or acceleration can be built into the instructional process if either is indicated? (4) In which ways are the time and energy expended by the learner and teacher consonant with principles of efficient and effective learning? and (5) Is there dissonance between time and energy expended and principles of learning? (JD)