This action research project implemented and evaluated a program for improving classroom seating arrangements in order to increase on-task behavior among students in second and third grade. The problem of off-task behavior was documented by means of behavior checklists and anecdotal records. Analysis of probable cause data revealed that students' low on-task behavior was due to the type of seating arrangement, proximity of students' seats to the teacher, ability levels of the students, and type of lesson activity. A review of solution strategies resulted in the selection of three seating arrangement designs: clusters of three, U-shape, and rows. In conjunction with these three seating arrangements, student-teacher proximity and peer relationships were considered. Post-intervention data collected through various methods indicated that although each seating arrangement was effective during certain lessons, there was no arrangement that was effective for all lessons, suggesting that increased on-task behavior may be more easily achieved when the seating arrangement matches the goal of the lesson. (Three appendices contain program materials. Contains 17 references.) (EV)