During lengthy instructional periods, many students can disengage from the task by looking out the window, daydreaming, etc. For the majority of students, this disengagement is short-lived, and they easily redirect back to the assignment. However, for some students, their lengthier distraction draws the attention of the teacher. When such mild forms of "taking a break" result in teacher prompts to get back to work, other more disruptive and unruly behaviors can result. Such behaviors may take the form of verbal oppositional behavior (e.g., "I won't do this"), which may eventually lead to removal from class. Such oppositional behaviors and other disruptive behaviors thereby become effective in terminating task engagement for longer periods. In summation, some students can tolerate working and studying for lengthy periods; others are not capable of such perseverance. For this article, the author examines ways to evaluate a student's tolerance working and studying for lengthy periods. He also explores types of treatment and intervention to get students focused on schoolwork.