Analysis of classroom use and utilization data provides essential information for strategic space planning. However, efforts to improve use and/or utilization metrics can be thwarted by ingrained cultural practices, campus politics, lack of understanding, failure to recognize the impact to programmatic needs, absence of a coordinated campus vision, or a combination of such factors. The University of Illinois at Urbana-Champaign used an iterative approach to adapt scheduling practices that had remained unchanged for nearly 50 years. The result was a major cultural shift in scheduling that has improved classroom scheduling efficiency, positively affected the campus's ability to respond to campus needs, and improved students' ability to register for needed courses. (Contains 2 tables, 1 figure, and 1 footnote.)