The nature of classroom activities, cognitive learning opportunities, and instruction in seventh and eighth grades within the academic subject areas was examined. The purpose was to describe and interpret classroom learning opportunities in terms compatible with the complexity of typical classroom events and teachers' understanding of those events. Twelve English, science, and social studies teachers and 550 students from 3 northeastern seventh and eighth grade suburban schools participated in the study. Each classroom was observed 4 times by a project team member for a total of 92 observations. During each observation, the following information was recorded: (1) the nature and duration of academic activities; (2) the type of academic tasks students were expected to accomplish during each activity; and (3) the nature of any cognitive instruction provided. On the basis of observers' descriptive data, multivariate analysis revealed significant subject area differences in academic activity time and in task type. Data analyses did not reveal significant differences between grade levels or perceived class abilities. If cognitive instruction is to be provided to help students take advantage of cognitive learning opportunities embedded within classroom activities, it seems important not only to increase teachers' awareness and knowledge about cognitive tasks and instruction but to offer workable strategies compatible with teacher perspectives and classroom management constraints. (PN)