This study examined the relationship between intensity of study (defined as more hours per week of class within a subject matter area) and student success. The researcher identified two possible methods for increasing the intensity of study: (1) Compression Hypothesis--shortening the length of terms and increasing the amount of time per week spent in class; and (2) Intensity Hypothesis--concurrently completing multiple classes within a subject matter area. In both hypotheses, the student would increase the number of hours per week spent within a subject matter. This paper presents evidence for the effectiveness of both the intensity and compression hypotheses and then examines the two together to see which one best explains student success. Data was collected on the performance of students in English, mathematics, and English-as-a-Second-Language (ESL) classes during a compressed summer term as well as from students enrolled in concurrent course sequences during spring and fall terms. It was found that both compression and intensity positively influence student success independently of each other. The implications of this research for course scheduling are discussed. (Contains 7 graphs, 8 tables, and 4 references.) (Author/RC)