This study is an exploratory case study on one middle school's attempt at the alleviation of a number of problem areas through the implementation of the closed campus approach to scheduling. This work outlines a 2 year qualitative and quantitative case study that allowed the researcher a genuine opportunity to examine a radical departure from the normal mode of educational delivery provided to this age group. It was felt that a case study of the well-grounded theory of the closed campus model of scheduling would be beneficial to others interested in possible vehicles for school improvement. A discussion of the condition of the sample school the year prior to the implementation of the closed campus is included as well as an account of both the logistical and physical steps taken by the sample school in implementing the closed campus. The study suggest that the closed campus approach did appear to improve a variety of student and staff factors shown by research to be related to a safe and orderly learning environment and important learning outcomes, as compared to conditions observed during the previous year under the traditional, open campus approach. These variables included incidents of late arrival by students, student suspensions, student behaviour problems, physical altercations, verbal abuse of staff by students, verbal abuse of students by students, subject related behavioural concerns, student absenteeism and staff absenteeism. Although the quantitative comparisons included in this study show directional trends, they do not reflect a casual relationship. It is hoped that readers of this study will be able to generalize its findings to other situations they may find appropriate. / xii, 140 leaves ; 28 cm.