The purpose of this study is to identify how common the practice of block scheduling is currently among American public middle schools. This study also determines the perspectives of choral music educators working in public middle schools with existing block schedules. More extant literature is needed to examine block scheduling practices at the middle school level and the possible effects of block scheduling on middle school choral programs. Such an examination is essential for ascertaining curriculum needs, staffing issues, scheduling challenges, and choral music education advocacy initiatives. A qualitative design and case study approach are utilized to infer connections between block scheduling challenges and staffing needs. Data is collected through an electronic survey instrument disseminated to choral music educators who are National Association for Music Education (NAfME) members. The online survey consists of ten questions designed to examine individual perspectives on block scheduling and its effects on choral music programs. The survey includes a request for ten volunteers with experience with middle school block schedules to participate in a telephone interview to further explore strategies and perceived challenges. Results determine that block scheduling potentially has a positive effect on programs served by full-time educators and a negative effect on programs administered by itinerant educators. The implications of these results indicate a need for further study in scheduling practices and proactive advocacy initiatives. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]