Adults often find themselves transitioning from one activity to another in a short time span. Most of the time, they do not feel they have a lot of control over their schedules, but wish that they could carve out extended time to relax and focus on one project. Picture a group of children in the block area who have spent 15 or 20 minutes building an elaborate car wash. They have just gotten to the point where they will be using cars to develop a story and act it out when the teacher says it's time to clean up for snack. Of course, after snack there's group time and then the class will be heading outside. Are these children also wishing that they could have had an extended time to relax and focus on enjoying their car wash and the dramatic play possibilities? Do they also feel like they have no control over their schedule? Having a daily schedule that creates routines for young children is an essential part of an early childhood classroom. Evaluating the daily schedule on a regular basis is an integral part of creating a quality program that meets the needs of both the children and adults who "live" in the classroom each day. Transitions tend to be some of the most difficult and stressful moments in an early childhood classroom. At these times teachers often find themselves dealing with more challenging behaviors and feeling more like police officers than nurturing caregivers. If teachers are feeling uncomfortable or frustrated during transition times, that is a sign that their current schedule may need to be revised to better meet the needs and developmental levels of the children in their care. This article lists some questions that may guide teachers' thinking as they begin to evaluate their daily schedule. (Contains 1 figure.)