This study investigated the relationship between elementary teachers' theoretical knowledge about seatwork during reading instruction and students' on-task behavior. Subjects, 253 students and their 10 elementary teachers in an inner-city school in Ohio who used seatwork activities with the rest of the class while they worked in small reading groups, were administered a Student Engagement Rating and a Seatwork Procedures Observation. Results indicated that teachers did use theoretical knowledge about seatwork and that a significant difference existed across grade level in their use of such knowledge. Although there were indications of a relationship between teachers' use of knowledge about seatwork and students' on-task behavior, the findings were not significant. (Three tables and three figures of data are included; 36 references are attached.) (RS)