This study used traditional behavioral assessment procedures (functional behavioral assessment and structural analysis) in a single-subject design to determine whether a functional relationship existed between (a) levels of task difficulty and teacher attention and (b) off-task behavior in 3 students identified as highly able in mathematics who also showed consistent behavior issues. Students' rates of off-task behavior were observed while working under varying conditions of task difficulty and teacher attention. Results indicated that higher rates of off-task behaviors were associated with low attention conditions. Task difficulty did not appear to have a consistent relationship with student behavior. (Contains 1 table, 1 figure and 1 footnote.)