Recent years have seen increasing interest in narrative-centered learning environments. However, the same qualities that make them engaging can also introduce seductive details that invite off-task behavior. This paper examines off-task behavior in the CRYSTAL ISLAND narrative-centered learning environment. Results from an empirical study examining the relationships between student test performance, individual differences, and off-task behavior are presented. The study found negative correlations between off-task behavior and test performance, as well as significant gender effects on the total amount of off-task behavior. Initial conclusions from a path analysis conducted on students' action sequences are also presented.