Prior to the 1940s, several communities in the United States had adopted year-round education (YRE). This paper presents an overview of YRE, including history, patterns of implementation, various calendars, intersession arrangements, pros and cons, and a list of areas to be addressed when considering YRE. Proponents of YRE argue that it enhances continuous learning; offers short vacations that refresh students and teachers; reduces vandalism and discipline concerns; features ongoing intersessions; allows vacations in offpeak seasons; eases overcrowding; assists low-achieving students; and provides year-round employment. Opponents argue that change is difficult; child-care arrangements must be revised; families might follow different calendars; teachers will not be home with their own children; inservice days are harder to schedule; summer vacation is shorter; buildings need air conditioning; and summer jobs are disrupted. A conclusion is that the concept of YRE should be presented as a way to create continuous learning, not as a way to restructure 9-month schooling. (Contains seven references.) (LMI)