Teachers, school library media specialists (SLMSs), and principals in six elementary schools were interviewed to explore the ways in which schools have successfully implemented flexible scheduling in their libraries. Overall findings and conclusions of the study are linked with Rogers' diffusion of innovation theory and compared with Shannon's 1996 study of flexible scheduling implementation in two Library Power schools. The voices of the principals, teachers, and SLMSs are heard. Patterns and themes are discussed in terms of assertions that can be made about commonalities among the approaches taken by the six schools. The individual schools' stories are provided in the appendix, "Stories of Successful Implementation of Flexible Scheduling," demonstrating what worked in each of the different situations. While generalization is not appropriate with a qualitative study such as this, it is important to consider what the conclusions might mean in other situations. Flexible scheduling was found to merely be a tool that facilitated curriculum-related programmatic features in these schools. Implementation and continuation required education and vigilance to ensure that everyone involved understood the potential and took advantage of the possibilities. (Contains 1 table.)