Fragmentation of elementary school teachers' time and attention is an almost universal problem. Frequent coming and going of children to and from the classroom for legitimate purposes disrupts and distracts the teacher and other students. Children receiving special education services frequently leave the classroom for half-hour periods, thus missing a portion of instruction received by classmates. Administrative interruptions, too wide a span of ability in a single class, and lack of administrative support also create a sense of frustration for the teacher. The results of a comprehensive questionnaire on this topic are reported in this study. Suggestions are made for possible options for classroom teachers, support teachers, and administrators for improving this situation. (JD)