Twenty children, one boy and one girl in each of ten second grade classrooms from four different experimental programs, were each observed over the course of a single school day. Each 30 second interval of approximately 80 hours of transcribed behavior stream observation was analyzed to determine whether the teacher, the learner, or the teacher and learner jointly controlled selected aspects of the activity, and to determine the learner's main or alternative task orientation. Relatively consistently controlled settings were observed for more time than inconsistently controlled settings in enrichment subject activity, but not in basic subject activity. Successively more inconsistent combinations of controls were associated with successively lower percentages of main task orientation in basic activity, but not in enrichment activity. Analysis of the discrepant cases shows that consistency of control between pacing and feedback from materials and/or peers was associated with relatively high engagement for both basic and enrichment activity. The research is linked to other research which has examined on-task behavior as both an index of the efficiency of an educational setting and a predictor of achievement in the setting. (Author)