A discussion of block scheduling for second language instruction looks at the advantages and disadvantages and offers some suggestions for classroom management and course organization. It is argued that block scheduling may offer a potential solution to large classes, insufficient time for labs, too little individualized instruction; few team-teaching opportunities, too-short class, lunch, and planning periods, and too many dropouts. Specific advantages for teachers include: greater immersion in the target language; fewer classroom interruptions; less clerical work; and in some cases, fewer students per class. Special concerns for teachers are continuity, content and methodology, and standardized tests. Students may benefit from longer time frames, more remedial and advanced instruction, increased opportunity for success in a smaller number of courses, and enhanced quality and quantity of time spent with the teacher. Several models of block scheduling are described, and the pros and cons of each are outlined. Tips for effective planning and teaching focus on best use of the longer class time, exploitation of multiple intelligence theory, and alternative forms of assessment. Two sample lesson plans are included. Contains 10 references. (MSE)