A study was done to determine if a relationship exists between different scheduling formats and the academic achievement of graduate students studying elementary and secondary education. Academic achievement was defined as the average score on two informal (teacher made) objective tests given during the course. The study tested three different scheduling formats for a course, "Introduction to Research": (1) at night during the regular school year; (2) on a weekend college basis which meets four times each semester; and (3) during the summer of 8 weeks. All 3 formats required a total of 43 hours of instructional time. The data were gathered over a 3-year period from 543 students. The findings indicated that there were no significant differences in academic achievement between the different scheduling formats. Although there were some isolated differences in scores between the three groups, academic achievement did not appear to be affected by the format. Summer classes seemed to do slightly better than the other groups. Included are three tables and nine references. (JB)