Allocated classroom time is not the same as time available for learning--a host of economic and social stressors undermine learning time in schools serving low-income students. When time is limited, it is hard to meet rigorous learning standards. The challenge is compounded in high-poverty schools where community stressors place additional demands and strains on classroom learning time. The authors report on a survey conducted during the 2013-2014 school year with California high school teachers that explores factors inside and outside public school that shape learning time for students and teachers during the school day and year. The "Keeping Time" survey results remind us that allocated time is not the same as time available for learning. It points to the ways that economic and social stressors undermine the amount of available time schools can provide. For all California students to succeed, policymakers and educators will need to think about time in new ways.