In this article, the author argues that if the educational chatter that binds time with schooling is endless, the conceptual complexity that educational systems bring to notions of school time is, on the contrary, narrow. For amidst all of the issues and conflicts over questions of time that infuse schooling practices, something important about the concept is often taken for granted. Dominant practices of education assume that time is a neutral mechanism. They assume that it is an apolitical, ahistorical force, objective in its function, a structuring means from a nameless above. And they assume that it is empirical, a system of measurement that favors or disfavors us equally, without discrimination. And yet, what if time is none of these things? This essay aims to render more complex the definitional and experiential notions of time that educators tend to draw upon in schools. It takes the position that temporal tools like the clock and the calendar are not simply impartial backdrops against which school actors make their educations, but rather are contested, politicized, and ultimately limiting expressions of temporal experience. Intrinsic to this essay's argument is that dominant cultures of school time differentiate, order, and discriminate in ways that benefit some students over others.