The implementation and evaluation of the effects of a seven-period day on students and teachers, especially on student achievement, is the purpose of this study. A three-part methodology includes two applications of the Concerns Based Adoption Model (CBAM) to teachers; administration of the School Attitude Survey (SAS) to students and teachers; and a statistical analysis of students' test scores and grade point averages. The subjects were 853 students and 54 teachers in a suburban setting. The results of the achievement data were inconclusive; however, the number of student dropouts was significantly reduced. The SAS analysis revealed contradictory perceptions of the program. Students appreciated the increased learning opportunities, while teachers identified the program with increased workloads and less planning time. The results of this first-year study provide a basis for further planning for the implementation of the seven-period program. More information and time are necessary before widescale implementation can be recommended. Tables summarize survey results and present statistical analyses of attitude tests and test scores. (9 references) (LMI)