Schools have a specific purpose and have been constructed to fulfill the expectations of the larger society. The beliefs, values, and practices of teachers and administrators guide the actions that take place within, shaping the identities of the young as they grow into productive members of society. Classrooms are the primary setting in which these experiences take place, and it is the teacher's responsibility to create an environment in which young learners are afforded the opportunity to make informed and critical decisions as individuals and members of a social group. In this article, the author provides vignettes that describe routine activity in two fourth grade classrooms in Indianapolis, Indiana. These narratives were reconstructed from the observational data submitted by two practicum students placed in each of these classrooms at the school. The names of the teachers, Ms. Smith and Ms. Greene, as well as the name of the school, are pseudonyms. Here, the author discusses her analysis of the narratives. It was found that, although the two classrooms have similar arrangements and comparable schedules, the difference was the opportunities afforded for decision-making and social participation. (Contains 1 figure and 4 notes.)