This year-long study explored toddler separation distress behaviors in a developmentally appropriate classroom that used a gradual entry process, including a home visit. Four toddlers were selected for study: two had overt separation distress behaviors at the beginning of the year, and two did not exhibit overt distress. The children were videotaped at the beginning of the year and throughout the year. Anecdotal records were kept, and parents were surveyed and informally interviewed whenever there was an incidence of separation distress behavior. The children exhibited individual differences in the intensity, frequency, and duration of separation distress behaviors. Some separation behavior seemed to be low-key and easy to miss. Minor events influenced one child's separation distress while more unusual family events seemed to have little influence on another child's behaviors. The results suggested that the entry process and caregiver responses to the child's behavior lessened the frequency, intensity, and duration of some separation distress. (A copy of the parent interview questionnaire and a list of observational references are appended. Contains 44 references.) (Author/AA)