This report describes the naturally occurring variations in time allocated to reading instruction in eight grade-five classes selected as part of the Beginning Teacher Evaluation Study. Students completed a set of reading tests in early and late fall and teachers maintained records of instructional time allocated, setting, and content covered. Ceiling effects in the reading tests precluded an analysis of the relationship of time to achievement. The time data were analyzed to identify variations across classes and differences between students within a class in terms of time allocated to instructional settings and content areas. It was found that opportunity to learn varied greatly from one class to another and from student to student within any given class. Mean teacher ratings of student engagement compared reasonably well with independently observed class averages of engagement. (Author/AA)