Integrating a library skills curriculum requires that school library media programs be able to schedule instruction flexibly. Flexible scheduling describes a program in which the learning experiences of students are based on need rather than on routine weekly visits to the library media center for class instruction. To determine the factors that contribute to flexible scheduling and to find out what must be done to improve the chances of flexible scheduling, surveys were sent to elementary school library media specialists in the United States and Canada who had responded to Internet notices of the study. A literature review identified factors for study. Responses of 27 library media specialists indicated that the factors considered essential by media professionals in the literature were the same factors considered important by media specialists in the schools. Cooperative planning, however, although listed as a high priority, was not a regularly scheduled activity, usually because of time constraints. Recommendations are offered to improve the capacity for flexible scheduling of instruction. Thirteen tables present study findings, and a copy of the questionnaire is appended. (Contains 38 references.) (SLD)