Data were gathered on the number of correct oral responses of students in 104 elementary-school classrooms. Observations were categorized as either initial instruction lessons (presentations of new information) or practice lessons (review of previously learned information) based on teachers' verbal announcements. The study provides initial information regarding correct academic responding rates occurring in general education classrooms during instruction periods designed for different educational outcomes. Results indicate that rates observed for both lesson types did not generally approximate those recommended in effective instruction literature, particularly regarding the rate differential during the two instructional conditions. Results are discussed in terms of how teachers might monitor instructional pacing during initial instruction and practice lessons to enhance students' academic achievement.