The purpose of this study was to examine the relationship between elementary instructional content minute allocations and academic growth. The study sought to explore the relationship between instructional content allocations, scheduling, and the use of content time on student achievement growth. Additionally, the study sought to uncover the beliefs and barriers teachers encounter that impact the allocation of content instructional minutes for K-5 writing, reading, mathematics, science, social studies, and STEM/STEAM. The following research questions guided this study: 1. What is the relationship of content allocation minutes for ELA (reading/writing), mathematics, social science, science, and STEM/STEAM on student academic growth for grades three, four, and five in reading and mathematics as measured by the Partnership for Assessment of Readiness for College and Careers (PARCC) and the Illinois Assessment of Readiness (IAR)? 2. How do teachers perceive the relationship between the allocation of content instructional minutes and student achievement in grades three, four, and five? 3. What barriers do teachers encounter that impact the allocation of content instructional minutes in grades three, four, and five? The data for this mixed methods study was collected from elementary teachers in Lake and Cook counties (excluding Chicago Public Schools) in Illinois using a survey, existing district achievement data, interviews, and focus groups. The study concluded that a small non-significant relationship exists between elementary content time allocations and student achievement. The study found that 1) content time for reading and math are prioritized over other subjects, 2) teachers spent a significantly different amount of time on science as compared to their district's allocation for science, 3) time in the school day and the school schedule were the biggest barriers for content time allocations, 4) assessments take up available time and are not accounted for in the schedule or in content time allocations, and 5) teachers perceive content time for science and STEM/STEAM as important for student's overall achievement. Additionally, the study provided recommendations for educators and future researchers who seek to explore the relationship between content time and student achievement. [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.]