Studies consistently show that high quality pre-kindergarten (pre-k) programs make a positive difference for preschooler's success in kindergarten. Little is known, however, about how "individual children spend their time in pre-k programs." To find out, this study explored how children's use of time in pre-k varied based on three demographic characteristics frequently associated with low academic achievement: ethnicity (African American, Latino, and White), gender, and family income. More notable than demographic differences in children's use of classroom time, however, was learning that a significant portion of each child's pre-k day involved learning through didactic instruction and waiting for the next activity. This means teachers' interactions with children are not being maximized for children's benefit, and opportunities are being missed for promoting children's development and school readiness. Given that state-funded pre-kindergarten programs represent a primary strategy for addressing income and ethnic disparities in school achievement, this is an especially troubling finding for children in the greatest need of pre-k's social and academic benefits.