Over the past decade, expanded learning opportunities (ELOs) have begun to redefine the traditional boundaries between the school day and after school, and between the school building and the community. Traditional after-school programs provide services during a set-aside period of time, whereas ELOs strive to integrate school and after-school time seamlessly to redesign a school's entire educational program. This article examines four aspects of the ELO movement: (1) the current philosophical and policy debates; (2) the impact of federal legislation; (3) how expanded learning efforts are increasingly seen as a promising school reform component; and (4) policy recommendations to support a national vision for expanded learning time and opportunities. (Contains 1 figure, 1 table, and 27 notes.)