Dawn Walsh, who has worked with the after-school program at The Foote School (Connecticut) for over 20 years, has seen firsthand how dramatically childcare needs have changed. The Foote School is not the only independent school trying to determine how best to help meet families' complex childcare needs. According to a 2009 Bureau of Labor Statistics Report, 66 percent of mothers with children under the age of 18 are in the workforce, and, of those, nearly three-quarters are working full-time. These families need after-school coverage for their children. The question is: What should after-school programming look like? The authors' investigation of after-school programs at over 100 independent schools nationwide (including phone interviews with program directors at 43 of those schools) indicates that after-school programs at independent schools can be divided into four general categories based on the extent to which the after-school programming aligns with the mission of the school and the level of revenue that programming generates. The four categories are: (1) Childcare; (2) Enrichment; (3) Clubs-Centered; and (4) Hybrid. In this article, the authors describe these four general models of after-school programming currently being offered at independent schools in the United States. (Contains 2 notes.)