School library media center scheduling, particularly the fixed versus flexible scheduling controversy, continues to be debated in spite of decades of advocacy for flexible scheduling. According to van Deusen (1999), flexible scheduling is "a plan wherein classes meet for instruction in the library resource center when they have a specific need driven by activity in their classroom." Simply put, flexible scheduling means that teachers may schedule a time to bring their classes to the media center for instruction whenever the need arises, as opposed to coming at the same time each week. Furthermore, based on the definitions of experts in the field and guidelines from AASL/AECT, a truly flexible schedule is one in which the school library media center is not closed for other activities or scheduled regularly for classes. In practice, however, some centers may follow a flexible schedule most or part of the time and follow a combination or a completely fixed schedule the remainder of the time. In spite of standards such as those issued by the ALA and AASL, a large number of schools, particularly elementary schools, do not practice flexible scheduling. In this article, the author presents a review of research statistics on flexible scheduling and the reasons why flexible scheduling continues to be controversial. (Contains 3 tables.)