Findings of a study that investigated the impact of a 4-day school week in an Idaho suburban school district (Shelley School District) are presented in this paper. Data were derived from: (1) surveys of all district stakeholders, which included 2,039 K-12 students, 492 parents, 103 teachers, and 85 support staff; (2) a comparison of student-achievement scores with previous years; (3) classroom observations of engaged time; (4) an analysis of student, teacher, and staff absenteeism data; and (5) cost-factor analyses. Findings indicate that student achievement increased at some grade levels, and at other grade levels it was comparable with achievement for previous years. Other outcomes included high levels of student on-task behaviors, less disruption of instructional time, sustained student engagement, a decrease in employee and student absenteeism, and an approximate 1.6 percent savings in the district budget. However, the district abandoned the 4-day week after 1 year of implementation. Abandonment of the 4-day week is attributed to the district's lack of the following key elements of systematic change--vision, public and political support, cooperative networks, attention to teachers and learning, clearly defined administrative roles and responsibilities, and policy alignment. Two tables are included. (LMI)