This study used structured observation methods to examine the work behavior of 5 teachers of second through fourth grades in diverse elementary schools. Compar isons were made with secondary teachers and sixth-grade teachers observed for similar (5-day) time periods in related studies. The teachers in the current sample exhibited higher levels of busyness than those in the other studies. It was specu lated that the wide array of student needs and demands re sponded to by teachers of younger children contributed to their high activity levels. Some policy responses to work over load among teachers were considered. Observational studies conducted in schools have ordinarily examined classroom teaching rather than teachers' work. Exceptions include ethnographic research that explores social context and structured ob servation studies dealing with the allocation of time and attention. Structured observation research stems from the work of Mintzberg (1973), which was performed on managers in a variety of organizational settings. In education, the first structured observation studies were carried out on school administrators, including superintendents and principals (e.g., Duignan, 1980; Kmetz & Willower, 1982; Martin & Willower, 1981; O'Dempsey, 1976; Phil lips & Thomas, 1982; Willis, 1980). Recently, structured observation techniques have been used to examine the work behavior of school teachers (Cypher & Willower, 1984). The present study adds to that line of inquiry. Simply stated, structured observation records what people do at work. There have, of course, been previous studies of teachers' work. One of the best known was of British teachers (Hilsum, Bell, & Cane, 1969; Hilsum & Cane, 1971; Hilsum & Strong, 1978). In common with other observational approaches, structured observation avoids the subjective element that handicaps diary studies or other self-reports. However, it furnishes more detail than previous observational studies of work behavior. Nevertheless, structured observation has its limitations (Willower, 1982), which are noted later in this article. Despite its limitations, structured observation studies of the work life of teachers can furnish information that adds to our understanding of the relationship of context and w rk. An understanding of that relationship based on data gathered close up seems essential to thoughtful consideration of how teaching might be improved. The present research was a companion study to Cypher and Willower's (1984) investigation of the work behavior of secondary school teachers. Numerous com parisons w re made to that study. Additional compar isons were made to a study by Chissom (1987) that also was based on the Cypher-Willower research. The Chissom and current studies were complementary be cause Chissom sampled sixth-grade teachers, while the current study collected data on secondthrough fourth grade teachers.