This study examined how instructional strategies relate to off-task behavior in elementary school students. Researchers observed 22 classrooms and coded student behavior as on-task or off-task. Regression tree analysis found that instructional format and duration impact off-task rates, with some formats engaging students more than others. Small group work and shorter duration activities were associated with less off-task time than individual work or whole class instruction for long periods. The findings provide insights to help design lessons that optimize student focus.