The purpose of this study was to describe the time-in versus time-out behaviors of successful classroom teachers during reading instruction. Twenty-four primary teachers whose students had averaged 1.27 academic years of growth in reading per eight months instruction were selected. Each teacher was observed and her behaviors recorded on the Time Schedule, a one-factor category observation guide. The number of intervals coded as time-in behaviors (behaviors related to the reading task at hand) ranged from 74 to 100 percent with a mean of 88 percent. The total percent of teacher-dominated behaviors ranged from 12 to 45 percent with a mean of 34.5 percent. These results were compared with those obtained in an earlier study by Porcher who found a significant correlation (p < .01) between teachers' time-in behaviors and their students' reading gains. (Author)