The purpose of this study was to examine the relationship between the class scheduling of a pharmacology course for L.P.N. students at the College of Lake County, in Grayslake, Illinois, and the final course grade. It was hypothesized that subjects will learn pharmacology concepts more effectively when the course content is concentrated within a shorter time span. Subjects were 30 students enrolled in spring 1973 who were assigned to a one hour/week class for 16 weeks and 24 in spring 1974 scheduled three hours/week for 6 weeks. The mean age of the 1973 group was 23, range 18-45, with an A.C.T. composite score mean of 15. The mean age of the 1974 group was 25, range 18-43, with an A.C.T. composite score mean of 16.7. The final grade for both groups was based on a final written examination and unit quizzes. These and the text were the same for both groups. A parametric test, the t-test, was used plus an opinionnaire consisting of eight items and using a scale scoring response. Of the 1973 subjects, 57 percent received a grade of F for the course, while 16 percent failed in 1974. The t-test indicated a mean difference of 10.258 estimated standard deviation for population of 10.579, standard error of difference of 2.897, T-Ratio of 3.541, 52 degrees of freedom and -6.924 difference of critical mean. The probability level was set at the 0.1 level for a one-tailed test. The obtained T-Value exceeded the Critical Values of a t-table value. Based on the t-test and subjects scale scoring responses, the recommendations are: (1) change the text; (2) consider educational background of subjects when selecting text; (3) consider reading level of text; (4) revise lectures to correlate with new text; (5) schedule future classes for three hours/week for 6 weeks block; and (6) continue to evaluate student achievement. (Author)