In this paper, the Classroom Learning Activities Checklist (CLAC) is proposed as a classroom observation measure that effectively captures the classroom environments and strategies that support self-regulation via task-oriented learning in young students. The CLAC's dimensionality, reliability, and concurrent and predictive validity evidence are presented. The study sample uses data from the Midwest Child-Parent Center (MCPC), an evidence-based PreK-3rd grade intervention and school reform model that provides comprehensive family and school support services to a cohort of at-risk children. Data from enrolled students (n = 677) in observed classrooms (N = 72) are included as part of this analysis. Examination of the tool's development and its descriptive statistics revealed high levels of construct validity evidence in assessing the construct task orientation. Factor analysis indicated a 2-factor model best describes the dimensionality of the data. Reliability estimates were consistently high and concurrent validity measures indicated CLAC was associated with different aspects of classroom quality. Finally, using linear and probit regression analyses, CLAC scores predicted students' math and literacy development. Implications for further tool refinement, dissemination, program monitoring and evaluation, and professional development are discussed. [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.]