The evidence for providing sufficient opportunities for students to respond has been established in terms of student engagement and achievement in reading and mathematics. Although supported by research, the question remains whether teachers are incorporating this effective practice in their classroom instruction. This study examines the analysis of data from direct teacher observations during reading and mathematics instruction. Results from the analysis indicate that there is a statistically significant difference between teachers' rate of opportunities for students to respond across grade levels during mathematics and reading instruction. Although opportunities for students to respond rates across grade levels may vary, the rates at all grade levels are lower than recommended. Implications and areas of future research will be discussed.