This article views appropriate processing time through various lenses considering diverse needs of students/children. After noting significant differences between school cultures of Italian (Reggio Emilia and Montessori) and U.S. schools, the researchers conducted a qualitative case study where they collected data from a heterogenous group of participants. The participants logged "hurry up" commands given to students/children over the course of two weeks. While the number of "hurry up" commands dramatically decreased from week one to week two, and the participants realized that using imperatives to hurry students/children along were ineffective, merely illustrating these points to the participants was not enough to create lasting change. The researchers propose for U.S. classrooms to truly increase depth of learning and collaboration, the competitive nature found in these classrooms must be eliminated, and students/children must have increased processing time to consider learning from a meaningful and relevant stance.