This study examined kindergarten teachers' perceptions regarding the change in schedule from an everyday, half-day program to an alternating day, full-day program. Subjects included 37 female teachers in a small midwestern city who had almost completed the first year of the changed schedule. Results from a mail survey revealed teacher concerns, including: (1) poorer children's social skills because of increased fatigue, irritability, and aggression; (2) lengthened adjustment for students with separation anxiety; (3) decreased children's social and academic competence and increased stress level; (4) lack of school meals for disadvantaged children and negative role models in the lunch room; and (5) problems in meeting needs of children who were disadvantaged or who had special needs because of lack of consistency, routine, repetition, and continuity. Most teachers reported fatigue and irritability because of dealing with the same group of children all day, lack of planning time, and inconsistent scheduling of special activities. They believed that although parents liked the ease of transportation, some parents were confused by the schedule. Teachers thought that communication with parents was more difficult. In the classroom, teachers found they had more time for extended projects, play and self-directed activities; however, they gave up traditional calendar activities, increased review time, and found that theme units disintegrated. Teachers perceived a decrease in busing expenditures. Results suggest that the scheduling change was not in the best interest of children in this district. Recommendations for school districts were also drawn from the results, including recognizing children's needs, supporting teachers, and keeping parents informed. Recommendations for future research include drawing comparative data from matched groups in other schedules and rural and urban comparisons. (Contains 25 references.) (KDFB)