In the middle of the author's doctoral coursework in the spring of 2002, he had a discussion with the head of the upper school at Montclair Kimberley Academy (MKA) (New Jersey) about a potential dissertation topic that would benefit their community. In no time at all, the conversation turned to the daily schedule. In August 2004, the author presented his research results to the upper school faculty, with the recommendation that they consider a schedule that would better serve their mission. In particular, he suggested a schedule with four 80-minute periods per day with an eight-day rotation--since the research indicated this might be the best option for them. For MKA, the new schedule has changed the way they deliver instruction, slowed down the pace of life, reduced stress, made teachers more available, and improved student achievement.