The study focused on the impact of scheduling configurations on schools' middle-level social studies test performance levels and "barriers" affecting time allocated for social studies. Results of South Carolina's accountability assessment system's social studies seventh-grade performance levels in 117 schools, as well as a survey completed by the principals of those schools, were analyzed. No statistically significant difference was found between scheduling configurations used and schools' social studies accountability test performance levels. However, findings did show a statistically significant difference between scheduling configurations used and principals' perceptions of students' preparedness for the next grade level in social studies. Additionally, results showed no clear consensus among principals regarding barriers affecting time allocated for social studies.