The effectiveness of the seven-period schedule implemented at a rural high school in southwestern Virginia and the feasibility of extending the system to other high schools were assessed. Topics of study included whether students chose to take additional courses, which courses were selected, problems for students and faculty created by the extended day, effects on student performance, disciplinary problems, effects on teacher stress and performance, and additional costs incurred. Focus was on outcome-type goals. Data sources included interviews, questionnaires, and school and county board records during the 1985-86 school year. The study sample included 76 faculty members and 977 students. Results suggest that the seven-period day was an effective alternative to the six-period day. It appears that students will take additional courses if given the opportunity. The impact of higher enrollment carried across classes. Comparison of costs of the six- versus seven-period schedule revealed that the latter was more favorable. Eight data tables conclude the document. (TJH)