Research has consistently demonstrated that preteaching activities led to increased academic outcomes and increased academic outcomes improve behavioral variables. The purpose of this study was to determine the effect of a preteaching intervention on time spent on task for children identified with a behavioral disorder (BD). A single-subject multielement design found that time on task during reading instruction increased after participating in a preteaching intervention for 2 children identified with a BD. This finding suggests an effective intervention with clearly differentiated data. However, the percentage of intervals that the students were on task increased to only approximately 66%. Limitations and directions for future research are discussed. (Contains 1 figure.)