This report on year-round education as it directly affects elementary school libraries focuses on two major aspects of impact: people (site level instructional media center clerks, district personnel, and delivery of library services to both students and staff) and things (the library collection, equipment, and the facility itself). General information on year-round education programs was obtained from the documents listed in the bibliography. Consultations and on-site interviews were conducted locally (Riverside, California) and in San Diego and Monterey Counties, with particular attention paid to schools on the 60-20 four track plan (i.e., 60 days of instructional time followed by 20 days of vacation for each track, with 75% of the students in school at any one time). Both district level and on-site staff were consulted, including district librarians/coordinators of instructional services, principals, school librarians, and library clerks. Interview topics included district level support staff, services and contracted work year, site-level library staff and contracted work year, scheduling of classes, circulation, library services to both students and faculty, library collections, equipment, and facilities. The principal findings of the study are summarized in the context of two major issues: providing equitable library services to both year-round and traditional schools, while at the same time keeping that service at the current level. Compilations of actions taken and procedures developed by various other districts are provided together with recommendations for local implementation. In conclusion, it is suggested that school librarians should work more closely with public libraries to formulate library-based activities that complement each other and serve to benefit both programs. The bibliography lists eight print sources, eight consultants, and 2 site visit locations. (BBM)