Sixteen elementary students were observed systematically over 2 entire school days to examine the nature of instruction and academic responding times for elementary learning disabled (LD) students during resource room and mainstream classroom instruction. Data were recorded on six categories in 10 second intervals. Results indicated that in the mainstream setting the nature of instruction and academic responding was similar for LD Ss and their nonLD classmates. However, LD Ss received more small group instruction and more teacher approval in the resource room than in the mainstream room, and also engaged in three of seven active academic responses for more time when in the resource room. Yet, overall active academic responding time was low, even in the resource room, averaging just over 29 minutes of a 95 minute time period. (Author/CL)