Based on a review of the literature, this paper objectively examines the key issues surrounding the implementation of year-round education (YRE) at the elementary level in public schools. Following the introduction, statement of the problem, and definitions, the fourth section provides a history of year-round education in the United States. The fifth section describes various forms of YRE calendar plans. The sixth section discusses the key policy issues, which include the following: the viewpoints of parents, teachers, students, community, and administration and personnel; conflicts with family lifestyles; overcrowding; test scores; maintenance and operation costs; intersessions; educational benefits; opportunities for additional salary increases; discipline; absenteeism; extracurricular activities; and planning a year-round calendar. The majority of research indicates that YRE: (1) does not conclusively result in increased academic achievement; (2) offers a moderate savings in building and maintenance costs, but an increase in personnel salaries and cooling costs; and (3) is gaining general acceptance among parents whose children attend year-round schools, but is strongly opposed by some parents and community members. Difficulties center around assessment and implementation. The program restructures the traditional family's schedules and lifestyles and the school infrastructure, and may not be appropriate for rural areas. Two figures are included. (LMI)