This study examined the effects of high, mixed, and low rates of specified sequenced teacher behaviors (specific observation followed by reinforcement) engaged in by elementary school teachers on the academic learning time-physical education (ALT-PE) of students. The high rate was defined as teacher engagement in five per minute or more episodes of specific observation followed by reinforcement. The low rate was defined as teacher engagement in one per minute or less episodes of either specific observation or reinforcement. Mixed rate was defined as teacher engagement in five per minute or more episodes of specific observation but one per minute or less episodes of reinforcement. It was hypothesized that high rates would significantly increase the percentage of ALT-PE engaged in by students as compared to the other two rates. Subjects of the study were six males and six females selected from two different classes who engaged in 15 sessions of physical education activities with different sequences of teacher behaviors for each class in each session. Teacher behavior categories are identified and defined as follows: to encourage, to reinforce, to correct/punish, to manage, to instruct, to model, and to physically guide. Student behavior categories are identified and defined as follows: motor appropriate, motor inappropriate, supportive, cognitive, on-task, off-task, and interim. Findings supported the hypothesis on the effectiveness of the high rate of observation accompanied by reinforcement. An analysis is presented of findings in each category. References and tabular data are included. (JD)