Scheduling in any school or organization plays a vital role in the effectiveness that stakeholders' needs are met. The administration at a large comprehensive high school in the Charlotte Mecklenburg School District realized that in order for their school to meet the changing needs of its student body, it had to build a culture and climate that created opportunities for all stakeholders in the organizations to be successful. The purpose of this mixed-methods study was to determine the level of impact an effective schedule has on the climate and culture of a large comprehensive high school. The comprehensive high school that was used in this study underwent a drastic demographic shift within the period of six months. During this time the economically disadvantaged percentage of students attending the school more than doubled, and the once neighborhood school reached into a more urban community of a neighboring city. The administration utilized a creative master schedule to implement various strategies and programs, such as professional learning communities, a response to intervention program, an enrichment and acceleration block and mastery learning to better meet the needs of all stakeholders. The results indicated that there was a significant difference between evaluations that were conducted before, during and two years after the demographic shift at the school. Through a three-tier evaluation system of teachers' responses, evidence was shown that would suggest that the master schedule has a significant impact on the climate and culture of the school. Future schools and organizations that have gone or are going through a drastic change in the demographics they serve will be able to utilize these findings and recommendations to better meet the needs of the stakeholders in their organization. This is a study about effective scheduling and program implementation that could just as easily be about implementing transformational change through the restructuring of an individual's mental models. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]