This practice-based research is a qualitative interpretive phenomenological study in the context of educational policy. Specifically, this research focused on educators' perceptions of year-round school calendars and the unclear policy about year-round single-track schooling. This qualitative interpretive phenomenological study aimed to investigate and describe educators' perceptions of a year-round school calendar. The basis of this study was to provide educators' perceptions of year-round schooling to the individuals responsible for making decisions about year-round school calendars. It was discovered that phenomenological problems are ontological, epistemological, logical, and ethical. The qualitative method, interpretive phenomenological analysis design, ecological system theory framework, and literature reviews provided in-depth explanations and understanding of the phenomenon. The study included four participants whose lived experiences of the year-round school calendar portrayed uncertainty about the policy, frustration, communication breakdown and confusion among them. The participants felt abandoned as they perceived parents and students conform to social norms while some of their colleagues wanted to withdraw. The description was evident in this qualitative study that also addressed the impact of the social norm on the year-round school calendar. One of the implications discovered through this qualitative interpretive phenomenological study was that a year-round school calendar might work in some neighborhoods that are more affluent than other lower socioeconomic neighborhoods. In the lower socioeconomic neighborhoods where this study was conducted, it was determined that multiple levels of anxiety, uncertainty, confusion, and withdrawal occurred for all those involved. Researchers could further this study by comparing school calendar impacts in a rich environment to a lower socioeconomic environment. [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.]