This report explores key issues in the debate about restructuring educational time to enhance student learning. Its central framework was derived from proceedings of a symposium conducted in June 1994 by the Policy Support Program of the Far West Laboratory for Educational Research and Development. Part 1 describes the developments that led to the creation of the National Educational Commission on Time and Learning (NECTL) and summarizes NECTL recommendations. The second part presents key questions about the issue of time and learning and discusses the implications for policymakers. These include: (1) What are some strategies for restructuring educational time to increase or enhance time for learning? (2) How can educational time be structured so all students reach high standards? (3) How can districts and schools support teachers in expanded roles that require additional time? (4) How can districts and schools be encouraged to restructure educational time to increase the amount of time for learning? and (5) What are the costs of increasing educational time? In conclusion, research suggests that additional time alone is unlikely to give a major boost to student achievement. Educational policymakers must consider the multiple factors that affect student achievement and work with the community to determine the best combination of reform strategies. Appendices contain a profile of symposium panelists, a list of symposium participants, references, and materials available from the NECTL. (LMI)