A review of traditional scheduling patterns and problems which arise from inflexible, lockstep systems leads to an examination of the seven-period day. Charts illustrate the concept of the "floating" period. The author then discusses: (1) flexible modular scheduling; (2) large, intermediate, and small group instruction; and (3) individual and independent study. Specific reference is made to programs making use of learning packages, e.g. Minipacs, Unipacs, and Learning Activity Pacs. A departure from other kinds of flexible scheduling, called "demand" scheduling, is reviewed. Problems and advantages of flexible scheduling are enumerated. Concluding remarks focus on student achievement, special needs, the teacher, and the quarter or semester plan. An appendix presents recommendations and suggestions of the Conference on Flexible Scheduling and Foreign Language Teaching. (RL)