Schools constantly face pressure to increase program, diversify experiences, and meet parent demands. As a result, teachers have seen their time increasingly fragmented in all divisions. While schools in North America are routinely expected to have 180 teaching days, the reality is often far less. The number of teaching minutes raises interesting questions, but the counting of days is usually quite instructive. Both at workshops on scheduling and during on-site visits, ISM routinely looks at the number of actual teaching days. There is enormous variation among upper schools, with some achieving in the 170 range, and others struggling to reach 150. While we have no data to suggest that one number is better than any other number per se, it is clear that the frenzy to complete curricula and the pressure that students and faculty experience indicates that the school year needs more time. It also seems widespread that the speed at which courses need to advance mitigates against any but a percentage of the students taking the most difficult courses.