The purpose of the study was to develop and test a block scheduling evaluation model. Conceptual development of the model was based on a review of the literature which targeted the components of the school program most consistently identified with scheduling type: instruction, school climate, student outcomes, and operating efficiency. The model included an interview with the principal, analysis of documents, survey of teachers, and survey of students. The model was pilot tested in three high schools in Western Virginia. The principals of the three pilot schools and the researcher evaluated the model according to pre-established evaluation criteria. The evaluation identified several improvements including: instrumentation refinements aimed at providing more detailed information on teacher concerns about preparation and planning on the block schedule; data analysis refinements centering on technology; inclusion of other indicators such as standardized test scores and cost analysis; and, expansion of data collection techniques centering on systematic observation over an extended period of time. / Ed. D.