The participants of this phenomenological study were employed at a school that previously was not performing on assessments at a level equal to schools in the state comparison group. Due to low student achievement, school leaders explored pathways to improve instruction and changed the school schedule from a semester schedule to a trimester schedule in hopes of improving student and teacher performance. The perceptions of 11 educators who participated in the organizational change of the school schedule were examined. Themes emerged following a review of the interview data. The teachers perceived that they were unprepared for the pace of the trimester. They believed that students who took ownership of their learning were academically successful on the trimester schedule, but that trimester scheduling hindered relationship development with students. The teachers perceived that a strong sense of teacher collaboration existed under both schedules, but was impacted negatively when planning and training times were not shared.