This report documents the results of momentary time sampling observations conducted in District A during the spring of 2004. It identifies typical student and teacher behaviors, as well as typical instructional organization patterns and task formats in a variety of beginning algebra classes in this district. We describe some of the similarities and differences in algebra instruction for students with and without disabilities who were enrolled in 8th grade Algebra, Algebra I, Algebra IA or IB, Special Education Algebra, and Special Education Pre-Algebra. In addition, we report our findings about patterns of student behavior in each of these classes.