This study examined 10 kindergarten teachers' use of instructional time to determine its relationship to student learning. Data were collected through classroom observations of student time-on-task and teacher-student interactions at 3-minute intervals over the course of 2 half-hour sessions with each teacher and his or her pupils. It was found that, out of the 200 observational intervals, large group activities occurred 157 times and small group activities occurred 34 times. A total of 46 instances of unoccupied children were recorded, as well as 71 instances of time spent making transition from one activity to another. Though variation existed in student grouping, whole-group instruction was most common. As a result, teacher-student interaction was most frequent during whole group instruction. Findings suggest that developmentally appropriate practices may not be commonplace in kindergarten programs. (Contains 17 references.) (MDM)