Cognitive, motivational, and affective characteristics define classroom contexts, yet flow theory (e.g., M. Csikszentmihalyi, 1975) is 1 of only a few theoretical perspectives that interrelate these characteristics. The authors adapted constructs and methods from flow theory to examine the motivational, cognitive, and affective quality of experience in elementary mathematics classrooms. Students completed experience-sampling forms following 12 class sessions, measuring all 3 aspects. Results indicated that although flow theory explains some patterns of experience, others were counter to it. In particular, individual affect was influenced by the interaction of challenge and skill. However, social affect and efficacy are more impacted by perceived skill than by challenge, and the importance of the experience is more strongly informed by the challenge. (Contains 3 tables and 2 figures.)