Twenty-six elementary grade learning disabled (LD) students were observed over two entire school days to examine the extent to which students in different service delivery levels were provided with varying instructional approaches and opportunities to learn. Several differences were found in instructional approaches: less severely learning disabled students were allocated more time for academic activities, entire group teaching structures, and no teacher response than were more severely learning disabled students, who were allocated more time for other media, individual teaching structures, and teacher approval. However, few differences were found in students' opportunities to learn through active academic responding: less severely learning disabled students engaged in silent reading for greater amounts of time than more severely learning disabled students, but they also spent more time in inappropriate student responses. Academic responding time was low for all students, averaging less than 45 minutes per day, and variability among students was large, even within one service delivery level. Relationships among student response times and achievement gains generally confirmed the positive relationship between active academic responding and achievement and the negative relationship between inappropriate responding and achievement. The implications of the findings for service provision to LD students are explored. (Author)