To determine if there was variability in scheduled and engaged time in reading among classrooms and in management style among teachers and to see if these factors accounted for differences on a standardized reading achievement measure, a study was conducted involving 13 fourth, fifth, and sixth grade reading classrooms. Pretest and posttest data were collected using a reading achievement test to measure cognitive outcomes. A structured observational record was used to document program implementation; items from this record were combined to comprise a measure of teacher management style. Information on the scheduled reading time was obtained from school administrators, and engaged reading time was obtained through observation. The study showed extreme variation in teacher management style and in the amount of engaged and scheduled time in reading in each classroom. However, an analysis of the results indicated that after accounting for pretest scores, neither engaged time nor management style accounted for a significant percentage of the variability in reading posttest scores. Although the results were not statistically significant, these variables appear to be worthy of further study in an attempt to relate teacher behavior to student learning. (FL)