Restructuring of schools by means of revising the school calendar from the traditional 9-month calendar to a year-round calendar is one reform idea proposed to meet the diverse abilities and needs of students. Considering the sweeping changes influenced by No Child Left Behind and the trend toward excellence in education, this research focused upon the community perceptions of year-round education (YRE) in Michigan's Copper Country to determine the possibility of change locally. Four variables resulted from literature review on YRE (e.g., defining YRE, summer learning loss and the impact of YRE on student learning, economics of YRE, and implementing YRE). Three focus groups were conducted to examine the perceptions of YRE in a sample of Copper Country school districts' parents, teachers, and community members and whether their perceptions fit the four YRE research variables. Findings revealed participants were positive about the possibility of YRE, but participants raised concerns about the impact the YRE calendar would make on the greater community. A fifth variable was added, community characteristics, after participants voiced apprehension about the YRE calendar working in the Copper Country due to a climate of long winters and short summers, and an economic base consisting of two universities and tourism. (Contains 8 tables, 1 figure, and 11 appendices.) [Masters of Science Thesis, Northern Michigan University.]