Block Scheduling has been considered a cure for a lengthy list of educational problems. This report reviews the literature on block schedules and describes some Oregon high schools that have integrated block scheduling. Major disadvantages included resistance to change and requirements that teachers change their teaching strategies. There is evidence, however, that block scheduling leads to a more relaxed school atmosphere, improved student attitudes, improved student-teacher relationships, decreased dropout rates, decreased absenteeism, a dramatic drop in disciplinary problems, and accelerated student progress. Recommendations for successful change include: (1) promote stakeholder ownership; (2) obtain support from the school district and school board; (3) provide adequate time for planning, staff-development opportunities, and collaborative problem solving; (4) brainstorm creative alternatives; and (5) conduct regular evaluation. Interviews were conducted with a total of 20 principals, assistant principals, administrators, and educators. (Contains 32 references.) (LMI)