A balanced or modified school year is a rearrangement of the traditional school calendar to provide more continuous learning throughout the school year. Students receive the same amount of instructional time as those on the traditional calendar but in-school time is more evenly balanced with out-of-school time throughout the year. It has been the subject of discussion in a number of educational jurisdictions in the United Kingdom, and the available research shows that it has both advantages and disadvantages. The main social argument for this change is rooted in the notion that the traditional calendar is outdated in today's society. The main academic argument is that it is better suited to the way children learn, and that balancing the year alleviates the problems associated with learning loss, particularly over the long summer break. This article focuses on the balanced calendar from the perspective of the early years. It examines the current literature, and presents the views of early educators working in two Canadian schools where a balanced calendar is offered alongside a traditional one. These early childhood educators believe that a more balanced year is eminently suited to young learners. In this context, the balanced school year calendar is known as a Modified School Year.