Across the United States, an ever-increasing number of high schools have reevaluated their use of instructional time and have adopted some form of a block schedule. Block scheduling, an innovation grounded in Trump's Flexible Modular Scheduling Design, reorganizes the school day into extended blocks of time, each approximately 70 to 90 minutes. According to proponents of the block schedule, the reorganization of instructional time into longer, more flexible "blocks" offers possibilities to extend classroom experiences, to reduce discipline problems, to increase student attendance and to decrease failure rates. Cawelti believes that block scheduling increases teacher planning time, decreases teacher load by reducing the number of students and preparations per teacher, and encourages teachers to vary teaching strategies. Literature on the problems of beginning teachers falls into one of two categories: those that deal with problems specific to novice teachers and strategies offered to alleviate those difficulties. To date, no study specifically examining problems of beginning teachers related to teaching within a block schedule could be found in the literature. The purpose of this study was to determine the problems first-year teachers experienced in the block as they negotiated the beginnings of their careers. (Contains 1 table.)