Description: Both Norway and Sweden have during the last ten years moved the level of education for six-year-olds from the kindergarten level up to the primary school level. Related to the changes some of the characteristic activities from kindergarten have been transferred to schools and classrooms. In the Norwegian and Swedish classrooms for the six-year-olds we find a frequent use of circle time as a main activity of instructions format conducted by the teacher. In this paper, I will explore and describe circle time as an instruction activity. Methodology: My study is empirically oriented, primarily based on observation from the two Nordic countries. It builds on both systematic observation and qualitative field notes. The observations are based on eight classes, four Norwegian first grade classes and four Swedish pre-school classes. Conclusions: The findings show that circle time has been established as a ritually part of the school day. All classes started the day with circle time with duration around 15 - 45 minutes. The circle time take mostly place on the floor, in the carpet area, located away from the pupils' seats. If we take a closer look circle time involves of themes and sub-activities. After analysing the content inn all eight classes circle times during one week - it seems to be ten sub-parts that represents the circle time; roll call, song, calendar/ almanac, reading aloud, schedule of the day, information, pupil narratives, theme, subject matter and instruction ahead of next lesson. Furthermore, I find that question and answer sequences are more frequently in the circle time than in any other activity during the day. Further, it seems as there is a rapid change of subject and contents (components) in the same circle time, characterized by 'snap shot' or 'Sesame Street' pedagogy, where the teacher is 'jumping' from one topic/ theme and school subjects to another. Considering that the circle time has been a ritually part of the school day - and is the main activity conducted by the teacher and also where school subjects, instructions and frequent use of question and answer sequences is an integral part and despite the arrangement, it will be tempting to define this activity as whole class teaching.