This paper discusses why scheduling is a valuable but untapped resource for school improvement. It reviews some of the problems that are alleviated through scheduling, focusing on the benefits of block scheduling. The text discusses the fragmentation of instructional time and how this is an issue at all levels of precollegiate education. It offers examples of how some high schools, middle schools, and elementary schools redesigned their schedules to reduce curriculum fragmentation, discipline problems, and student failure. Disciplinary problems can also result from fragmentation, particularly at the elementary level where small-group reading is scheduled. Even in middle schools and high schools, traditional schedules create situations that may contribute to a number of discipline problems. Many disciplinary referrals result from schedule transitions, when large numbers of students mix together. Restructuring the school schedule can help address each of these issues. However, different schools have different reasons for considering block scheduling. Even though block scheduling allows schools to break away from the structure of traditional schedules, educators should assess whether their school would benefit from a block schedule. Teachers need administrators' full support when changing to a block schedule, and the new scheduling should be routinely evaluated. (RJM)