The purpose of the study was two-fold: (a) to explore teacher perceptions about the four- versus five-day school week in terms of its impact on teacher/student attendance, and student achievement; and (b) to examine whether or not differences have been evidenced in teacher/student attendance, student achievement within a single school district that previously employed a five-day school week and changed to a four-day school week. The researcher conducted a census during the fall of 2012, distributing a demographic survey to all 23 of the high school teachers teaching in the target high school in a small rural school district in the western United States which had adopted the four-day school week in 2005. The researcher interviewed eight of the high school teachers who met the inclusion criteria regarding experience with both the four- and five-day school schedule. The focus of the study was on the qualitative data, with aggregate quantitative data regarding student and teacher attendance and ISAT scores collected from the District through the State's Department of Education website, used to explicate the qualitative findings. The overall feeling among interviewees regarding attendance of both students and teachers was that it either improved permanently, improved temporarily, or there was no change. All eight interviewees felt that at worst there had been no change, or that student achievement improved with the move to the four-day school week schedule. The researcher also included teacher perceptions regarding other areas such as schedule transition, teacher morale, use of instructional time, teacher planning and collaboration, and professional development. The interviewees felt pleased with their school's transition to a four-day school week schedule and felt that teacher morale had improved with the change. It was perceived that the four-day week allowed for more quality instructional time, with more time to plan and coordinate lesson plans. While the quantitative data trends implied student achievement fluctuation more so than strong positive achievement gains, like the qualitative findings, negative or downward trends were not evidenced. These findings contribute to the overall empirical body of knowledge regarding the four-day school week schedule. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]