Even evidence-based instructional methods may not be sufficient for closing achievement gaps. If teachers are not maximizing instructional time, achievement gaps are likely to widen over time; therefore, instruction need not only be effective but efficient as well. The purposes of this article are to (a) provide practitioners with a broad definition of instructional efficiency and (b) describe several considerations for increasing efficiency in the classroom. Suggestions are made for planning, delivering, and evaluating instruction. (Contains 1 table and 1 figure.)