The study explored the effects of student selection versus teacher selection of instructional activities on the activities selected and reasons given by teachers and 42 elementary resource room students for selecting particular activities. Ss' progress was monitored by a curriculum-based repeated measurement data collection and evaluation system in which teachers were notified when a change in instruction was needed for each student. One-third of the Ss selected their own instructional changes from an experimenter-generated set of activities, while the remaining Ss performed activities selected by teachers from the same set. Teachers selected significantly more high structured activities than students and cited more skill related reasons for their selection. It was suggested that when students are given options, the options should include only structured activities. (Author/CL)