This article examines the temporalizing effects of Tidlig Innsats—Early Years (TIEY), a literacy instruction program building on the school effectiveness pedagogic model. Ethnographic descriptions from several Norwegian first-grade classrooms document how the program's rigid and meticulous pedagogic standards shaped the social timing of TIEY lessons. In sum, the interaction dynamics in the classrooms were forced into patterns that we call 'learning effectiveness temporalities'. Several effects were observed beyond those officially intended, most notably an increased emphasis on producing orderly and disciplined behavioral norms. As TIEY implementation was politically driven, the learning effectiveness temporalities that it generated have been analyzed as state effects. Their intensity was found to fluctuate with seasonal activity cycles and administrative surveillance patterns.