There is a lack of understanding of what is involved in the work of elementary teachers, specifically how these teachers experience their work and organize their time. The increase of workload for teachers in context of limited time and resources has led many to choose a different career path. The conceptual framework for this study is Apple's theory of intensification, which proposed that increased pressure on teachers to do more work in less time can result in teacher burnout. The research question addressed in this qualitative study was how elementary school teachers experience their professional workload and time in the elementary profession while effectively managing instructional practices. A multiple case study approach was used to explore this issue. The participants were seven elementary school teachers with a range of teaching experiences from one rural school site. Multiple forms of data were collected through semi-structured interviews, direct observations, time diaries, and a focus group interview. Data were interpreted through within-case and cross-case analysis to identify emerging and recurring themes among the participants. The study found that, although the teachers faced many challenges to their workload, when they were able to successfully manage their time the more productive they were to providing engaging instruction to their students. Implications for social change are bringing awareness to the importance of time management in elementary school teaching, especially in balancing effective instruction to students and managing the professional workload and time demands. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]