This paper describes a study which explored the variables of teacher knowledge of content, teacher attitude toward the content, and span of time with regard to implementation of selected teaching practices in the elementary classroom. The 32 elementary classroom teachers who comprised the sample received 2 days of training in instructional practices based on the work of Madeline Hunter. Upon completion of the training, the teachers completed a test designed to measure content knowledge and attitude. Using the test data, four strata were determined. Teachers in each stratum were observed four weeks after completion of the training and again eight weeks after the training. An implementation score was determined for each of the classroom observations. Results indicate that high content knowledge had a significant relationship to classroom implementation. No significance was found for attitude or for span of time in terms of their relationship to classroom implementation. Factors that may explain these findings are presented as well as suggestions for further research. (Author)