Judgments on content emphasis reflect on the commitments that teachers have to course content, their attitudes toward teaching certain areas of the curriculum, and teacher's assessment of their own competence in teaching these areas. Three questions were considered: (1) What relationship, if any, is there between an internal factor and the actual choices teachers make with regard to time and content?; (2) What is the content profile for the whole day, given certain response levels on internal factors?; and (3) If time allocations in the school day affect each other, are there consistent trade-off patterns between content areas? Six elementary classrooms were observed and questionnaires administered to the teachers. The findings show clear and interesting patterns of association among (subject matter specific) variables such as attitude and competence and time allocations in the school day. (Authors/JD)