This paper examines the use of volunteers in a rural primary school and their effects on teacher use of time and student behavior in the classroom. A survey was completed by 45 teachers and other personnel at Allendale Primary School in rural central Virginia. The school had 58 volunteers, of whom 38 volunteered on a weekly basis averaging 112 hours per week. Ninety percent of volunteers were parents. Volunteers chaperoned trips, helped with nonroutine events such as career days, tutored individual students or small groups, helped with enrichment activities, provided instructional support such as grading papers, and provided clerical or library support. About 52 percent of staff felt that having a volunteer increased planning time, and 76 percent felt that having a volunteer increased instructional time. All specialists and over 80 percent of teachers felt that having a volunteer increased the amount of individual time spent with students and produced a positive effect on classroom behavior. Appendices contain the school questionnaire and teacher comments. (SV)