Thorough investigation of scheduling options is needed to facilitate the development of a tailor-made schedule for the small school. The traditional scheduling model usually only works well in urban or suburban schools. When this mass production model is imposed on small schools, student needs become secondary to the dictates of the schedule. The traditional model offers security and ease of scheduling work experience programs. But it restricts teaching strategies, flexible grouping, individualized instruction, and independent study. The rotation model allows for more course offerings, varying optimum learning times, and reduction of daily teacher preparation, but must allow for meeting the prescribed instructional time. The modular model offers variations in the choices of time patterns for class periods, instructional practices, and number of students in group settings, but must have a minimum of 2 years planning, flexible physical space, and monitoring of students during their unscheduled time. The vertical model is based on individualized pacing and continuous student progress and allows for an expanded elective program but requires more initial planning, use of learning centers, more complex record keeping by teachers and an adjustment of the role of the teacher. Other scheduling considerations include term length, frequency of course offerings, team teaching, and learning centers. Addendum tables present: (1) in-house options for maintaining a broad curriculum; (2) options for using outside resources; and (3) use of new technologies to maintain a broad curriculum. (ALL)